A STUDY ON THE RELATIONSHIP BETWEEN LEADERSHIP STYLES AND TEACHERS’ JOB SATISFACTION IN TEN SCHOOL IN PETALING PERDANA

1. CHAPTER 2
REVIEW OF RELATED LITERATURE
2.0 Introduction
This chapter will focus on relevant literature review on the relationship between
leadership styles and teacher job satisfaction in ten school in Petaling Perdana
included conceptual framework.
2.1 Leadership Theories
2.1.1 The Great Man Theory
This theory was formulated having reviewed the men who are leaders. Most of
them are rich and born into leadership (Clark, 2009). To determine success or
failure in the past, attempts towards exploration for the general leadership
nature persisted for so long. (Zakeer Ahmed Khan, Allah Nawaz, & Irfanullah
Khan, 2016). The Great Man Theory was used because, at the time, leadership
is considered especially the quality of men, especially military leadership
(Amanchukwu, Stanley, & Ololube, 2015).
2.1.2 Trait Theory
Trait theory assumes that people who inherit certain properties or
characteristics that make them be able to be a leadership (Amanchukwu et al.,
2015). Moreover, The personality or behaviour of leaders is often noted by trait
theory (Amanchukwu et al., 2015). Intellectual, physical and personality traits
that distinguish between the leader and his followers (Zakeer Ahmed Khan et
al., 2016; Burns, 2003).
2.1.3 Behavioural Theory
Behavioural theories of leadership are based on the belief that great leaders
are made, not born (Amanchukwu et al., 2015). This theory believe anyone can
learn to be a leader (Zakeer Ahmed Khan et al., 2016). Leadership behaviour
can be predicted by his leadership and can lead to success. This leadership

2. theory does not look at the leader's intimate nature, but rather the leader's
actions.
2.2 Type of Leadership Style
To motivate employees, leadership styles need to be approached. Leadership
is the process of hiring a leader to achieve an objective organization. (Nanjundeswaras
& Swamy, 2014; Bunmi Omolayo,2007). Every leader has different type of leadership
style.
2.2.1 Transformation Leadership
According to Ebru (2010), transformational leadership is based on the level of
awareness of the value of output and followers increase their success. Based
on Nyenyembe et al. (2016), transformational leadership style, such as
charismatic leadership, individual consideration and Intellectual stimulation, as
well as active management by exception. Moreover, transformational leaders
accomplish this by employing the four behavioural components synonymous
with transformational leadership practices. These components are individual
consideration, intellectual stimulation, inspirational motivation, and idealized
influence (Raj et al., 2016; Leithwood ,1994).
2.2.2 Authoritarian leadership
According to (Nyiha, 2015), autocratic leadership refers to giving full
empowerment to the leaders with minimal participation from the follower.
Moreover, autocratic leaders tend to have the following five characteristics; they
do not consult members of the organization in the decision making process, the
leader set all policies, the leader predetermine the methods of work, the leader
determine the duties of the followers, and the leader specifies technical and
performance evaluations standards (Nyiha, 2015; Yuki,1994). Clark (2009)
found that, revolution may not result, but low morale, bad feeling, and
undercover retaliation can occur.
2.2.3 Democratic Leadership
According to Clark (2009), democratic Leadership involve people in their
decision although they may make the final decision. Assessed through the

3. success of a leader's role in the organization. Leaders also know how to
interpret the will of his followers. Hussin et al. (2008) defined on Gastil (1994)
research, the characteristics of democratic leadership styles that it is the system
to delegate the duties among colleagues, empower to the workers for make
decisions itself.
2.2.4 Laissez-Faire Leadership
Laissez- Faire leadership as being a leaders do not make decisions when
needed and are not responsible for their less successful leadership. (Nyiha,
2015; Kornmaz,2007). According to Amanchukwu et al. (2015), this French
phrase for “let it be,” when applied to leadership describes leaders who allow
people to work on their own. Besides that, those with a laissez-faire leadership
style feel less confident to lead and will ignore their the responsibility (Martin,
2009). Therefore, Laissez- Faire leadership is the lower leadership style in
organization.
2.3 Factor that Effect Teacher Job Satisfaction
According to Song & Mustafa (2015), National Science Teachers Association
approximately 40% of science teachers were considering retirement or changing
careers because of job dissatisfaction. Among the factors that influence teachers; job
satisfaction are salaries, relationships between students and teachers, relationships
with colleagues, stress work, administrative support. (Song & Mustafa, 2015; Buckley,
Schneider, & Shang, 2005; Mitchell, Ortiz, &Mitchell, 1987; Klassen et al., 2009; Tickle
et al., 2011; Tillman & Tillman,2008; Watson, 2006). These factors play an important
role in affecting teachers' job satisfaction and the quality of teaching. Thus, it is
important to examine how these factors associated with increased or decreased stage
job satisfaction of teachers in the school. Teacher's productivity can be maintained by
ensuring high teacher job satisfaction. Increased or decreased performance depends
on teacher job satisfaction (Forces & Naz, 2017; Skaalvik & Skaalvik, 2014).

4. 2.5 PreviousStudy on the Relationship Between Leadership Style
and Teachers’ job Satisfaction
According to Machumu & Kaitila (2014), leadership style is a critical variable in
teachers’ job satisfaction. Furthermore, Machumu & Kaitila (2014) say that teachers’
job satisfaction is high in best performing school and low in least performing school
since democratic leadership style promotes high teachers’ job satisfaction.
Finding that transformation leadership practices among school principle and
teachers’ job satisfaction are at low level and there is significant relationship between
transformation leadership level and job satisfaction among primary school teacher (Raj
et al., 2016). Although the transformation leadership practices among school principals
and teachers' job satisfaction are at low levels, it also plays an influence among
teachers and can influence teacher job satisfaction.
2.6 Conceptual Framework
Figure 2.1 below shown as a conceptual framework for relationship between
leadership style and teachers’ job satisfaction. As shown in the figure below, the
independent variable is leadership style. The dependent variable is teachers’ job
satisfaction.
Based on figure 2.1 below, leadership style and teachers’ job satisfaction has
direct effect on both sides. Teacher job satisfaction will change depends on leadership
style. If leadership style is high, teachers’ job satisfaction will also high.
Figure 2.1 Conceptual Framework for Relationship Between Leadership Style and Teachers’
Job Satisfaction
Leadership Style
Teachers’ job
Satisfaction
IV DV