Influence of Principals’ Autocratic Leadership Style on Teachers’ Levels of Job Commitment in Public Secondary Schools in Kitui County

Dorcus Nthenya Kimuyu; Susan Chepkonga; Jeremiah M Kalai

doi:10.53103/cjess.v6i5.580

Authors

Dorcus Nthenya Kimuyu University of Nairobi, Kenya
Susan Chepkonga University of Nairobi, Kenya
Jeremiah M Kalai University of Nairobi, Kenya

DOI:

https://doi.org/10.53103/cjess.v6i5.580

Keywords:

Autocratic Leadership Style, Teachers’ Job Commitment, Affective Commitment, Normative Commitment, Continuous Commitment

Abstract

Job commitment is critical for nurturing learners as they foster values, competency and skills making better citizens or the 21^st century. This study aimed to examine the influence of principals’ autocratic leadership approach on teachers’ job commitment levels in public secondary schools in Kitui County. The research was guided by Authoritarian Personality Theory. This research incorporated both descriptive and phenomenological research approaches. The study targeted 410 public secondary schools; 410 principals, 410 deputy principals, and 2,417 teachers. The Taro Yamane formula was used in sampling 243 schools, 243 principals, and 343 teachers. The research instruments were Multi Factor Leader questionnaire and interview guides. Descriptive statistics, including mean and standard deviation, crosstabulations as well as inferential statistics like regressions, were analyzed with SPSS Version 28. The data comprised both descriptive and inferential statistics. Findings indicate that autocratic leadership significantly influences affective commitment (M = 3.14, SD = 0.94, F (4,304) = 4.346, p = .000) and has a considerable effect on continuance commitment (M = 4.23, SD = 0.90, F(4,304) = 4.872, p = .000). Findings also indicate that autocratic leadership has no significant effect on normative commitment (M = 2.52, SD = 0.99, F (4,304) = 1.137, p = .311). Autocratic leadership has a statistically significant positive effect on teacher job commitment (B = 0.723, β = .497, t = 7.717, p < .001). The study recommends that; the quality assurance and standards officers should also device strategies to assess and understand the principals’ leadership styles and teachers job commitment.

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