Exploring the Nexus Between Transformational Leadership and Tutor Job Satisfaction for Curriculum Implementation

Abstract

The study examined the relationship between transformational leadership and teachers' job satisfaction, and determined how transformational leadership predicts teachers' job satisfaction for effective curriculum implementation in public Senior High Schools (SHS) in the Tumu Municipality of Ghana. The study adopted a descriptive correlational research design within the positivist paradigm. A census sampling technique was used to include all 194 eligible tutors because the population size was manageable, and this approach enhanced the representativeness and reliability of the findings, while the requirement of at least one year of experience ensured that participants had adequate exposure to the school environment and leadership practices to provide informed responses. Data were collected using a questionnaire which had internal consistency for transformational leadership (r=0.83) and job satisfaction (r=0.79). However, the analysis included 190 tutors because four did not return their questionnaires. The analysis included frequency, percentage, mean, standard deviation, linear multiple regression, and coefficient of variation. Findings indicated that heads of schools primarily utilised inspirational motivation (M=4.59, SD=0.50), followed by intellectual stimulation (M=4.38, SD=0.49), individual consideration (M=4.28, SD=0.47), and idealised influence (M=3.36, SD=0.48). Teachers reported high job satisfaction (M=3.64, SD=0.59), with a strong, statistically significant positive relationship between transformational leadership and tutor job satisfaction. Notably, intellectual stimulation emerged as a significant predictor of tutor job satisfaction. Consequently, improving tutor job satisfaction for the successful implementation of the CCP relies on effectively combining transformational leadership dimensions. Educational authorities in Tumu Municipality should prioritise regular training programmes for school leaders to develop practical transformational leadership skills that enhance teacher satisfaction and facilitate effective curriculum implementation.