Influence of Autocratic And Democratic Leadership Styles on Teacher Morale in Private Primary Schools in Kayole, Embakasi Central Sub- County

Abstract

This study was intended to examine the influence of autocratic and democratic leadership styles on teacher morale in selected private primary schools in Kayole, Embakasi Central Sub-county. The study was guided by Path –Goal leadership theory and focused on determining the influence of autocratic and participative leadership approach on teacher morale and commitment. A descriptive mixed-methods research design was adopted to collect both quantitative and qualitative data on the influence of participative and directive leadership approach on teacher morale. The target population was made up of 57 private primary schools in Kayole, Embakasi Central Sub-county, from which a sample of size of 53 respondents were obtained. This comprised of 36 classroom teachers who were selected through stratified and simple random sampling technique and 17 school administrators. A sample of 17 headteachers was drawn from the 17 private primary schools that were selected through census sampling. Data for the study was collected using structured questionnaires that were given to teachers and interview schedules that were administered to the head teachers. A pilot exercise was undertaken in order to find checks that ensured validity and reliability of the study. Quantitative data were analyzed using descriptive statistics including frequencies, percentages, means and standard deviations while qualitative data was analyzed thematically and presented through narrative descriptions, so as to enrich and also compliment the quantitative findings. The study was aimed to establish how school leadership approaches influence teacher morale, motivation, professional commitment and job satisfaction in private primary schools within Kayole, Embakasi Central Sub-county. The findings revealed that directive leadership approach had a negative influence on educators moral as it limited participation, reduced professional autonomy and lowered motivation. In contrast, participative leadership style had a positive influence on educators’ morale by promoting collaboration, participation, work satisfaction and professional commitment. The findings indicated that administration approaches influenced the educators’ morale differently. Participative approach were associated with higher levels of teacher motivation, job satisfaction and commitment while autocratic leadership practices were associated with lower levels of educators’ participation and morale. Qualitative data indicated that though directive approach caused workstation stress, but it was often used for quick operational execution. The study concluded that leadership approaches significantly influenced educators’ morale in private primary schools in Kayole, Embakasi Central Sub-County. Participative leadership practices enhanced commitment, teacher motivation and job satisfaction, while excessive reliance on autocratic leadership practices negatively affected educators’ morale. By addressing these gaps in the existing literature, the study recommends that school administrators adopt participatory leadership approaches that encourage educator involvement in decision-making, promote collaborative school management practices and strengthen communication channels. It calls for the administrators to reduce reliance on authoritarian approach by avoiding the use of excess control, coercing and making decisions on their own in private primary schools within Kayole, Embakasi Central Sub-County. Although the study doesn’t aim to develop national education policies, its findings may inform localized discussions on school leadership practices and the welfare of educators within Embakasi Central Sub-County.