PRINCIPAL LEADERSHIP STYLES AND TEACHER JOB SATISFACTION: A MIXED-METHODS ANALYSIS IN URBAN SCHOOL SETTINGS

Abstract

Teacher job satisfaction remains a critical factor influencing retention, commitment, and student outcomes, particularly in high-poverty urban school districts facing chronic staffing shortages. This mixed-methods study examines the relationship between principal leadership styles and teacher job satisfaction in urban educational settings. Drawing on established theoretical frameworks including Herzberg’s Motivation-Hygiene Theory, Social Exchange Theory, Path-Goal Theory, and Transformational Leadership Theory the research investigates how different leadership approaches shape teachers’ workplace experiences. Quantitative data from validated instruments such as the Minnesota Satisfaction Questionnaire (MSQ) and the Multifactor Leadership Questionnaire (MLQ) are integrated with qualitative insights into teachers lived experiences. The analysis explores transformational, transactional, laissez-faire, and distributed leadership styles, highlighting their respective impacts on intrinsic and extrinsic satisfaction factors. Special attention is given to the unique contextual stressors of urban schools, including socio-economic challenges, resource scarcity, and high-stakes accountability. Findings underscore the pivotal role of supportive, transformational, and distributed leadership practices in enhancing teacher satisfaction, mediated by relational trust, psychological empowerment, and positive school climate. The study emphasizes the need for adaptive leadership that balances directive guidance with participative and individualized support. Practical implications for principal training, policy development, and urban school improvement are discussed, along with recommendations for future longitudinal research.