This study explores the relationship between principals’ leadership styles and teachers’ job satisfaction in three international schools in Yangon, Myanmar. The research aimed to identify the predominant leadership styles used by school principals, assess the overall level of teacher satisfaction, and examine whether a significant correlation exists between the two. Specifically, it sought to determine which leadership style most positively influences teacher job satisfaction in the context of international education. A quantitative research approach was employed, utilizing survey data from 120 teachers across the selected schools. The findings reveal a clear positive correlation between principals’ leadership styles and teachers’ job satisfaction. Among the leadership styles examined, transformational leadership emerged as the most influential, showing the strongest positive association with teacher satisfaction across multiple dimensions, including support, professional development, and overall morale. Based on these findings, it is recommended that school leaders participate in professional development programs centered on transformational leadership. Such training can enhance their ability to motivate staff, foster collaboration, and provide instructional support. Furthermore, school policies should be reviewed to ensure they promote an empowering and inclusive environment for teachers. Cultivating a school culture that values teacher input, encourages innovation, and supports continuous growth can significantly enhance job satisfaction and improve teacher retention in international school settings.
Conlan et al. (Wed,) studied this question.
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