Head Teachers’ Decision-Making Styles and Teachers’ Job Satisfaction in Primary Schools in Anambra State

This study examines the relationship between headteachers' decision-making styles and teachers' job satisfaction in public primary schools in Anambra State, South East Nigeria. Decision-making is a central function of school administration, and the style in which leaders make and communicate decisions significantly shapes the work environment and the morale of staff. In Anambra State, where primary education serves a large and diverse pupil population, the quality of headteacher decision-making carries substantial institutional implications. The study employs a descriptive correlational design and samples 310 primary school teachers from 40 schools across three education zones. A validated questionnaire measuring decision-making styles (autocratic, consultative, and participatory) and job satisfaction is administered, and data are analysed with Pearson correlation and analysis of variance. The study is anchored on Vroom-Yetton's Normative Decision Model. Results indicate that participatory decision-making styles are significantly associated with higher teacher job satisfaction, greater ownership of school goals, and reduced intention to leave the profession. Autocratic decision-making is linked to staff frustration, disengagement, and high rates of grievance. The study recommends that headteacher training programmes in Anambra State incorporate modules on inclusive and consultative decision-making practices. Keywords: decision-making styles, job satisfaction, primary school administration, participatory management, Anambra State.