This study examined the relationship between head teachers' leadership styles and teachers' job satisfaction in Uganda, Rwanda, Kenya, Burundi and Tanzania. The study objectives were; to examine the effect of participative leadership style on teachers' job satisfaction, to establish the effect of autocratic leadership style on teachers' job satisfaction and to determine the moderating effect of school commitment on the relationship between leadership styles and teachers' job satisfaction. The study was based on the experts' workshops in East Africa, frequent media reports, Internet search and the researcher's experience over the low level of teachers' job satisfaction in Government aided secondary schools. The study used a cross sectional descriptive design where both qualitative and quantitative methods were employed. Using a combination of self-administered questionnaires and interview guides for head teachers, results shows that participative leadership style positively affects teachers' job satisfaction. The findings also indicate that autocratic leadership style affect teachers' job satisfaction negatively. Further, this study indicated that school commitment acts as an important moderator in the relationship between leadership styles and teachers job satisfaction. The study recommended that head teachers should practice participative leadership styles in school so as to promote job satisfaction and allow teachers prepare to work effectively. This can be done through involvement in decision making, consultation, and allowing open communication channels in schools. The researcher also recommended that head teachers should avoid self-decision making, control oriented and closed communication channels in schools as these promote fears to teachers and erodes job satisfaction in schools, autocratic leadership style should only be used with extreme caution and in the few situations when it is absolutely imperative, such situations can be when there is hostility or when there is need for drastic changes. Head teachers were also advised to properly implement their leadership styles and be committed in the school so as to encourage teachers' job satisfaction and work effectively. This can be done through identifying themselves with, and involvement in the school, as well as feelings to remain in the school.
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