Impact of Miscellaneous Managerial Approaches on Teachers’ Contentment and Dynamism Towards Job
The purpose of this study was to investigate the diversity of education manager’s leadership approaches in relation to teacher job contentment & dynamism at the secondary level in public secondary schools in Rahimyar Khan. The independent variables were managerial approaches. The dependent variable was the teacher’s job contentment and dynamism which was measured by the use of the Teacher Job Contentment Questionnaire (TJCQ). The reliability alpha coefficient for the Education Manager’s managerial Approach Questionnaire (EMMQ) was found to be 0.943 and 0.944 for the teacher questionnaire (TJCQ) respectively. Teacher job contentment was measured using eight factors of job contentment: encouraging functioning atmosphere, supervision, synchronization, accountability, performance, job wellbeing, gratitude & trustworthiness. The target population for the study was 10 education managers, 40 teachers and 200 students from the ten public secondary schools selected from rural and urban areas equally. Comparative teacher contentment and dynamism differences results showed that teachers were highly contented & dynamic in egalitarian approach, mostly in realization oriented approach and then in contingency approach but least contentment under laissez-faire and dictatorial managerial approaches. A major implication of the study was that education manager’s leadership approach has a substantial association with teacher job contentment, therefore education managers should endeavor to use leadership approaches that give enhanced teachers’ contentment and dynamism.
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