Interplay between Principals’ Autocratic Leadership Style and Teachers’ Levels of Job Commitment in Public Secondary Schools in Kitui County, Kenya

Abstract

Job commitment is critical for enhanced learning outcomes. The purpose of this study was to investigate the interplay of principals’ autocratic leadership style on teachers’ levels of job commitment in public secondary schools in Kitui County. Through examining the impact of autocratic leadership on teacher job commitment, this study will provide crucial insights for improving leadership practices that enhance teacher morale and enthusiasm and ultimately strengthen the quality of education, which is a global concern. The study was guided by Adorno et al. (1950). This study employed a convergent Parallel Mixed Methods Research Design whereby descriptive and phenomenology research designs were used. The target population was 410 public secondary schools, translating to 410 principals, 410 deputy principals, and 2417 teachers. Taro Yamane's formula was used to get a sample of 243 schools. The principals in these schools were automatically included in the study, hence purposive sampling. The formula was also used to get a sample of 343 teachers who were purposively sampled from the schools. The study used questionnaires to collect data from teachers and principals, while interview guides were used to collect data from deputy principals. Descriptive and inferential statistics were analysed using SPSS Version 28. A pilot was conducted to test the validity and reliability of research instruments. The statistics included descriptive and inferential statistics. Findings were presented in graphs, tables, and narratives. Results show that; autocratic leadership has a strong effect on affective commitment (M = 3.14, SD = 0.94, F (4,304) = 4.346, p = .000) and a strong impact on continuance commitment (M = 4.23, SD = 0.90, F (4,304) = 4.872, p = .000). Results further show that autocratic leadership does not significantly impact normative commitment (M = 2.52, SD = 0.99, F (4,304) = 1.137, p = .311). The study recommends that the Ministry of Education and the Teachers Service Commission should increase the number of quality assurance officers to ensure regular supervision of teachers and principals should be flexible and blend their leadership style with modern, transformative, and democratic style, which has a more positive impact on teacher job commitment.