Relationship between Principals’ Leadership Styles and Teachers’ Job Satisfaction as Moderated by Role Ambiguity at Public Degree College Level

Abstract

This study was designed to test the path-goal theory of leadership in an educational setting. This study has investigated the relationship among Public Degree College principals’ leadership styles (directive, participative, supportive and achievement oriented) and teachers’ job satisfaction as moderated by role ambiguity. Population of this study was teachers of Public Degree Colleges situated in Lahore. Multistage sampling technique was used. Sample of 400 teachers were collected from 10 male and 10 female Public Degree Colleges. Through cluster and convenient sampling data was collected from Public Colleges in Lahore.  Process Macro was used to find out the moderating effect of role ambiguity on the relationship of leadership styles and job satisfaction. Findings indicated that leadership styles were positively correlated to job satisfaction and there was moderating effect of role ambiguity on the  leadership styles (directive and participative) with  job satisfaction while there was no moderating effect of role ambiguity on the relationship of other two leadership styles(supportive and achievement oriented) with job satisfaction.