THE RELATIONSHIP BETWEEN TEACHERS’ PERCEPTION TOWARDS PRINCIPAL’S LEADERSHIP STYLE AND THEIR JOB SATISFACTION AT NO.1 BASIC EDUCATION MIDDLE SCHOOL IN YANGON, MYANMAR

Authors

  • Nyan Htun Linn M.Ed. Candidate in Educational Administration, Graduate School of Human Sciences, Assumption University, Thailand.
  • Watana Vinitwatanakhun Ph.D., Assistant Professor, Graduate School of Human Sciences, Assumption University, Thailand.

Keywords:

Educational Administration, Leadership Style, Teachers, Job Satisfaction.

Abstract

This study identified the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The research objectives were, (1) to identify principal’s leadership style, (2) to identify the level of teachers’ job satisfaction and, (3) to determine the relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. In this research, there were 65 respondents, all full-time teachers from kindergarten to primary. The study reported the transformational leadership style, transactional leadership style, and demographic factors of teachers. This study found that teachers’ perception towards principal leadership style resulted as moderate, teachers’ job satisfaction level resulted as moderate and there is a significant relationship between teachers’ perception towards principal’s leadership style and their job satisfaction at No.1 Basic Education Middle School in Yangon, Myanmar. The recommendations are (1) teachers should approach with different perception towards leadership style of their principal, (2) teachers should be more positive with challenges and decision-making, (3) principal should use more transformational leadership style. Further research should be conducted using other demographic factors of teachers at international school or private schools in Myanmar.

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Published

2018-06-15