The impacts of school leadership styles on teacher satisfaction in vocational education

Abstract

This study investigates the impact of principals' leadership styles on the job satisfaction of vocational school teachers in Peshawar, Khyber Pakhtunkhwa. It examines four leadership styles—transformational, democratic, autocratic, and laissez-faire—using a quantitative descriptive design. A sample of 195 teachers was selected through simple random sampling. Data were collected via a questionnaire and analyzed in SPSS. The results showed that democratic and transformational leadership style had significant positive effects on teacher job satisfaction, while autocratic and laissez-faire styles did not show positive effects. The findings underscore the importance of inclusive and visionary leadership in enhancing teacher satisfaction and institutional effectiveness. They also have implications for leadership training and policy reforms in Pakistan's vocational education sector.