IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 7, Issue 2 Ver. II (Mar. - Apr. 2017), PP 62-66 www.iosrjournals.org DOI: 10.9790/7388-0702026266 www.iosrjournals.org 62 | Page Leadership Styles of Secondary School Principals and Teachers’ Job Satisfaction in Yenagoa Local Government Area of Bayelsa State, Nigeria. *Meindinyo, R.O.K., #Ibara, E.C, and Tuatongha, C*. *Isaac Jasper Boro College of Education, Sagbama, Bayelsa State, Nigeria* #Department of Educational Management, Rivers State University of Education, Rumuolumieni Port Harcourt, Nigeria#. Abstract: This study examined the leadership styles of Secondary School Principals and Teachers’ Job satisfaction in Yenagoa Local Government Area of Bayelsa State. The study adopted the descriptive research design. The population of the study comprises three hundred and ninety-nine (399) teachers and the sample for the study consisted of One hundred and Seventy-five (175) teachers. Two research questions were raised to guide the study. The chi-square (x 2 ) statistical analysis was utilized to test the hypothesis at 0.5 level of significance.The findings of the study include; that the teachers were satisfied with only three (3) out of the fifteen (15) leadership styles examined in the study. These are group consultative decision making participant/supportive and supportive consultative styles of leadership. These represent just about twenty percent (20%) of the leadership styles listed in the questionnaire. This implies that the teachers were dissatisfied with eight percent (8%) of the leadership styles adopted by most heads of organizations. Based on the findings some recommendations were made to enhance teachers job satisfaction in Yenagoa Local Government Area of Bayelsa State. Keywords: Leadership styles, Job satisfaction, principals, Teachers, Autocratic. I. Introduction One of the major challenges confronting many organizations including the educational system is the presence of effective leadership at the helm of affairs. According to stoner (1982) and Bernard (2006), the difference between a successful organization and an unsuccessful one is the presence of an effective and dynamic leader. In his view, leadership is concerned with the directing function on the staff personnel and that in administration what one need is to understand more than the enforcement of obedience, thus when we lead we motivate, influence, guide or stimulate the action of people towards the achievement of the stated organization goals. To achieve these, the chief executive must apply the correct style of leadership, making sure discipline is maintained as well as the ability to give the right instructions. Darling-Hammond et al (2007), Zakaria (2012) and Ajanaku,(2012) The problem of school today is not the lack of people to fill administrative posts, but scarcity of people who are willing to assume significant leadership roles. One of the major challenges faced by secondary schools (principals) is poor attitude to work by the teachers. This usually manifest in various forms like massive desertion, redundancy, frustration, discouragement and absenteeism, unmotivated demoralized teachers. This has contributed to poor academic performance of students in our secondary schools, and also in the senior school certificate examinations in recent times. Infact Bayelsa State has been acclaimed to come last in terms of performance in most public examination like West Africa School Certificate (WASC) and National Examination Council (NECO). Poor attitude to work by teachers which may be contributing to the abysmal performance of students in examinations attributable to inappropriate leadership styles adopted by some school principals (Ogbowei, 2008). In tandem with the foregoing, the leadership style is conceptualized as the behavior of officially- designated heads of schools in Yenagoa Local community organizations are becoming increasingly interested or invested in the quality our public schools. Training programs for school leaders have been in existence at many levels, but new and innovative programs are being established. In the United States some states have incorporated standards-based assessments into the licensure process for principals as reported by Gates et al(2007). The issue has also capture the attention of the Federal Government, and Congress in the United States is considering support for several leadership programs such as:  The School Leadership Initiative, which would allocate $40 million to establish regional centers to deliver professional development training for principals, particularly those working in high-poverty, low- performing schools. The program could eventually provide much-needed training for 10,000 school leaders.  The LEAD (Leadership Education and Development) Program, which would authorize $100 million in grants to help states and agencies provided leadership education, recruitment, and mentoring programs for