Study of Work Motivation of Teachers in Relation to Leadership Styles of Principals

Work motivation of teachers play a pivotal role in enhancing instructional quality, improving student outcomes, and achieving overall school effectiveness. Among the numerous factors influencing teacher’s work motivation, the leadership style exercised by school principals occupies a central position, particularly in secondary schools where academic demands and organizational complexity are comparatively higher. The present research paper investigates the work motivation of secondary school teachers in relation to leadership styles of principals. A descriptive survey design was employed, with data collected from 10 principals and 50 teachers of secondary schools of Amritsar district of Punjab through standardized scales: Sinha’s Leadership Style Scale (1983) and Aggarwal’s Work Motivation Questionnaire (2012). Statistical techniques including mean, standard deviation, t-test, and ANOVA were employed to test the three hypotheses. Results revealed no significant difference in leadership styles of male and female principals. However, significant differences emerged in the motivation levels of male and female teachers, with female teachers exhibiting higher motivation. Further, significant variation existed in work motivation of teachers based on the leadership style of the principal they work under, with task‐oriented leadership associated with the highest mean motivation score. The study highlights the critical role of leadership style in shaping school climate and teacher engagement. Recommendations emphasize the need for adopting democratic and participative leadership approaches to strengthen teacher’s work motivation, professional satisfaction, and overall school performance.