Abstract:
This study investigated supportive leadership style practiced by head teachers’ and job
satisfaction of teachers’. The study was conducted among a random sample of 348
primary school teachers from Nakuru County, Kenya. A researcher developed
questionnaire was administered and interview schedule. Correlation design was used
for the study. Spearman’s coefficient correlation analysis was used to predict
relationships between variables however; they were subjected to hypotheses test. The
objective of the study was to examine the relationship between head teachers’
supportive leadership style and teachers’ job satisfaction in primary schools. Teacher
job satisfaction is influenced by head teacher in giving support to teachers’ through
creating pleasant environment in school for instance when teachers show lack of
confidence in ability to complete a task they need motivation to move on, creating
friendly climate, and verbally recognizes teachers’ achievement in a rewarding modus.
Moreover, supportive persons in leadership demonstrate respect, treat everyone
equally, and show concern for subordinates’ well-being. Although school tasks need to
be set on clear rules; guidelines and standards of performance, routine tasks need to be
strengthened to break the monotony. Supportive leader should utilize the expertise to
improve activities and school structures. Spearman rho correlation coefficient
relationship between head teachers’ supportive leadership style and teachers’ job
satisfaction was found to be significantly positive. The study concludes that supportive
leadership style practice by head teachers’ has a high positive significant correlation to
job satisfaction due to head teachers’ concern for well-being, friendliness and approach.
