Participative and Pacesetting Leadership Styles: Predictors of Teacher Job Satisfaction in Public Secondary Schools in Embakasi Sub-County, Nairobi.

Abstract

Teacher job satisfaction in public secondary schools remains a pressing concern. This study aimed to examine the influence of participative and pacesetting leadership styles on teachers’ job satisfaction in public secondary schools in Embakasi Sub-County, Nairobi. Guided by Herzberg’s Two-Factor Theory, the study employed a descriptive survey design. The target population comprised principals, teachers, and education officers, with a sample of 71 respondents comprising 7 principals, 63 teachers, and 1 education officer. Purposive sampling was used for principals and education officers due to their strategic roles, while teachers were selected through a stratified random sampling technique. Data collection involved structured questionnaires and semi-structured interviews. Content validity was ensured through expert review, and instrument reliability was confirmed via a pilot study, yielding a Cronbach’s alpha of 0.78. Quantitative data were analysed using descriptive statistics, Pearson’s correlation, and regression analysis. Results indicated a strong positive relationship between pacesetting leadership and teacher job satisfaction (r = 0.741, p < 0.01), with the pacesetting style showing the highest influence (β = 0.801). Participative leadership also had a significant positive impact (β = 0.700, p < 0.05). The findings reveal that while pacesetting boosts performance, it may alienate less confident teachers. However, Participative leadership fosters inclusion but may slow decisions. The study recommends a balanced leadership approach that combines high expectations with inclusive practices to enhance job satisfaction and institutional effectiveness.