Relationship between School Principal’s Leadership Behavior and Teacher’s Job Satisfaction in Secondary Schools in Puntland, Somalia
Bibliographic record
Abstract
This study explored the association between school principal’s leadership behaviour and teacher’s job satisfaction in secondary schools in the Puntland, Somalia. A quantitative approach with a correlational design was employed. The target population comprised 14 governmental secondary schools, and a sample of 12 schools was selected. Out of 240 teachers, 140 (70 from each region) were chosen through census and proportional stratified sampling techniques. Two questionnaires were used: a self-developed Effective Leadership Behaviour Questionnaire for principals and the Minnesota Satisfaction Questionnaire for teachers. Using descriptive and inferential statistics like Pearson’s correlation coefficient, two independent t-tests, and one-way ANOVA, the data were analysed using SPSS. The findings revealed that change-oriented leadership behaviour was the most dominant (M = 4.0, SD = .85). Overall, principals displayed a moderate level of effective leadership (M = 3.20, SD = .80), and schools showed no significant differences in this regard (F(11, 140) = 0.145, p = 0.99). Teacher’s job satisfaction was also moderate (M = 3.20, SD = 0.86), with individual variations. Teachers’ job satisfaction and principal’s leadership behavior had a weak but positive and significant connection (r = 0.196, p = 0.020). Principals were found to practice task- and change-oriented leadership more frequently than relation-oriented leadership. The study recommends that principals improve their relation-oriented leadership to enhance teachers’ job satisfaction. Implications and future research directions are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".