|dc.description.abstract||This paper sets out to explore the link between the style of leadership adopted by principals in
secondary schools in Embu County and job satisfaction of their teachers. The study seeks to
establish whether principals' leadership styles stimulate teacher job satisfaction. The study was
guided by the Transformational leadership Theory, to test whether teachers under a principal
who exhibits the transformational leadership styles of initiative, consideration and participative
management had higher levels of job satisfaction than those working under principals who did
not. The dependent variable for the study was teachers' job satisfaction while the independent
variable was principals' leadership style. The intervening variables include locus of control,
perceived task ability, experience, need for achievement, need for clarity, employee task and the
authority system. The study used descriptive survey design targeting 142 principals and 2130
teachers from public schools in Embu County. Stratified random sampling was used to select 20
principals and 100 teachers who participated in the study.
Data was collected using two questionnaires, one for the principals and the other for the teachers.
Descriptive and inferential statistics were used to analyse the data obtained. The analysed data
was presented in summary form using frequency distribution tables and bar graphs.
Data was analysed focusing on the objectives of the study. Using random sampling, 120
questionnaires were distributed to public secondary school teachers in Embu County and a total
of97 responses were collected. Descriptive analysis was performed on the three types of
variables. Inferential analysis was also performed in order to answer the research objectives.
Theresults show that different leadership style factors will have different impacts on employee
job satisfaction components. The researcher found that the dominant leadership style was
democratic. Individualized consideration and the need for promotion to higher job groups
increase teachers' job satisfaction.||en_US