Relationship between Leadership Styles of School Heads and their Teachers’ Job Satisfaction as Moderated by Locus of Control and Task Structure

Abstract

The purpose of this study was to test the assumptions of path-goal theory in school setting. This study was designed to investigate the relationship between four leadership styles (directive, participative, supportive and achievement-oriented) of school heads and their teachers’ job satisfaction as moderated by locus of control and task structure. Sample was consisted of 500 teachers of 211 secondary schools. Four instruments were used to measure leadership styles, job satisfaction, task structure and locus of control. Structural equation modeling was used to test hypothetical model of the study. Results show that task structure and locus of control are not strong moderators as predicted by Path-Goal theory. Findings indicated that there was direct relationship among all the leadership styles and job satisfaction. Task structure only effected the relation between achievement-oriented style and job satisfaction.