Published Article

ABSTRACT

The study examined the influence of school administrative styles on teachers’ job satisfaction in public secondary schools in Oron Local Government Area. Two specific objectives were formulated to determine the influence of authoritarian and authoritative school administration styles on teachers’ job satisfaction. Two research questions and two null hypotheses guided the study. The study adopted a survey research design. The population comprised teachers in public secondary schools in Oron LGA, while a sample was selected using simple random sampling technique. The instrument used for data collection was a structured questionnaire titled School Administration Styles and Teachers’ Job Satisfaction Questionnaire (SASTJSQ), designed on a four-point Likert scale. Data collected were analysed using mean and standard deviation to answer research questions, while dependent t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that authoritarian administration style had a significant negative influence on teachers’ job satisfaction, while authoritative administration style had a positive and significant influence on teachers’ job satisfaction. Based on the findings, it was concluded that authoritative school administration is more effective in enhancing teachers’ job satisfaction. It was recommended that school administrators should adopt supportive and participatory leadership approaches to improve teachers’ morale and performance.