The Effect of Chaotic Leadership on Job Satisfaction: A Study of Teachers' Perceptions in Saudi Schools

Abstract

The effect of chaotic leadership on teachers' job satisfaction in Saudi educational institutions was investigated in this study. Ninety teachers provided information via a structured questionnaire, and data were gathered using a descriptive research approach and satisfied random sampling. The findings show that while there is a lack of negative leadership behaviors, there is still room for development in the areas of duty distribution and dispute resolution. Teachers place a high value on principals' ability to solve problems and communicate consistently. Overall job satisfaction is rather good, and opportunities for professional growth and administrative assistance are highly valued. For increased job satisfaction and leadership effectiveness, the study suggests encouraging performance acknowledgment, increasing participation in decision-making, and preserving open communication. The teachers show high agreement with the statement "In general, I feel satisfied with my job" (Mean=3.52). Although it is not at the pinnacle of satisfaction, this level indicates that the teachers are generally satisfied in their jobs, even in areas where there is only moderate agreement. In general, the total job satisfaction is further influenced by the reputation the teachers have built via teaching (Mean=3.72) and the sense of societal respect for their profession (Mean=3.59). The means for job satisfaction reached (3.48) which is high where the means for chaotic leadership was (3.02) which is medium according to Saudi teachers’ perspectives. The correlation coefficient between chaotic leadership and job satisfaction reached (0.031) and the value of R² was (0.001). The calculated regression indicates that there is no effect of chaotic leadership in predicting job satisfaction from the teachers' perceptions in Saudi schools.