Leadership Styles and Teachers’ Turnover Intentions In Local Government Authorities

Abstract

Public secondary school teachers’ retention remains a critical challenge for employers and employees and leadership styles is bedeviled by a wanton turnover challenge. The study intends to investigate the influence of leadership styles on teachers’ turnover intentions in local government authorities with evidence from secondary educational subsector in Meru District Council. Specifically determine the relationship between autocratic, democratic and laisser-faire leadership style and teacher’s turnover intentions. A mixed approach was used to serve both quantitative and qualitative data in this study. A total population of 300 people, comprising head of schools (H.O.S), teachers and school heads was used to get the sample. The sample size for the study 75 participants and Questionnaires for 65 teachers was used in collecting data from 10 Public secondary school teachers selected in Meru District. Both questionnaires documentary review and interviews were used for data collection. Statistical Package for Social Sciences (SPSS-Version 22) computer software was employed. Interviews were analyzed using thematically, The findings underscore the critical importance of leadership styles in shaping teachers' intentions to either stay or leave their current positions. It found that each of these styles has distinct implications for teachers' job satisfaction, job involvement, and, significantly, their intentions to stay or leave their positions. In conclusion, leadership styles within local government authorities significantly influence teachers' turnover intentions. The findings, suggest the importance of fostering a balanced and supportive work environment that enables employees to find job satisfaction, a sense of ownership, and personal fulfillment.