ISSN: 2581-8651

Journal of Humanities and

Vol-7, Issue-4, Jul-Aug 2025
Education Development
https://dx.doi.org/10.22161/jhed.7.4.15
Peer-Reviewed Journal
(JHED)

The Impact of Leadership and Organizational Culture on

Teachers’ Job Satisfaction in Schools under
Samdrupjongkhar Dzongkhag
Kuenzang Choida

Principal, Orong Primary School, Samdrupjongkhar, Bhutan

Received: 25 Jul 2025; Received in revised form: 19 Aug 2025; Accepted: 23 Aug 2025, Published on: 28 Aug 2025
©2025 The Author(s). Published by TheShillonga. This is an open-access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)

Abstract
Extensive research has explored the connection between leadership and organizational culture. However,
the specific impact of school principals' leadership styles on student achievement, teacher satisfaction, and
overall school climate has been under-researched. This study aims to investigate the organizational
culture, teacher job satisfaction, and the development of a positive and supportive school culture in various
schools in Bhutan, especially Samdrup Jongkhar Dzongkhag. The sample size for this study consisted of
116 school teachers, of whom 90 were currently working in schools in Samdrup Jongkhar. These teachers
were asked about their principals’ leadership style and practices, organizational culture in the school, and
job satisfaction. It was found that all the teachers agreed on having a positive work culture in their
respective schools. Of the 116 teachers, 95 were also satisfied with their job; however, eight were not, and
the remaining 13 remained neutral. It can be noted that those who responded positively about their leaders
and the organizational culture were the teachers who were satisfied with their job.
Keywords— Leadership, Principal, Organizational Culture, Teacher satisfaction, Bhutan, Schools in
Bhutan

I. INTRODUCTION can act as a catalyst for teacher motivation and job

Leadership plays a critical role in shaping the satisfaction, creating a sense of belonging and encouraging
organizational culture of schools, inherently influencing collaboration among educators (Putra & Kudri, 2024).
the values, beliefs, and behaviors that define these However, when such cultures are lacking, it can lead to
educational environments. As school leaders establish disengagement, reduced commitment, and ultimately
norms and expectations, their actions and attitudes set the negative impacts on student outcomes.
tone for the entire school community (Fortuna Wisnu Moreover, it is critical to assess how the recognition of
Wardana et al., 2024). However, there is a growing teachers' efforts and a strong emphasis on positive work
concern regarding the alignment between leadership culture contribute to job satisfaction. Understanding the
practices and the development of a supportive intricate relationship between leadership, organizational
organizational culture. culture, and teacher satisfaction is therefore imperative to
Effective leadership is essential in fostering a culture that enhancing the educational landscape. This study seeks to
emphasizes respect, collaboration, and continuous explore these dynamics, aiming to identify strategies that
improvement, yet many schools struggle to create an foster a positive school culture and, in turn, improve
inclusive environment where both staff and students feel teacher job satisfaction and student achievement.
valued and supported. This disconnect has significant
implications for teacher job satisfaction, which is often II. PROBLEM STATEMENT
linked to the overall morale and functioning of the school.
While school leadership plays a vital role in defining the
Research indicates that a positive organizational culture
organizational culture by setting values, norms, and

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Choida Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 7(4)-2025

expectations that influence behaviors across the school leadership and culture in their work (Parwati Asih et al.,
community, there is still a notable gap between leadership 2024). This synergy creates a feedback loop that not only
practices and the cultivation of a supportive, inclusive enhances teacher satisfaction but also benefits students and
culture. Effective leadership is essential for fostering the wider school community, ultimately fostering a
respect, collaboration, and continuous improvement thriving educational environment.
among staff; however, many schools encounter difficulties Promoting continuous learning and exploration, along with
in creating environments where both staff and students feel creating platforms for knowledge sharing, is vital for
truly valued and supported. This disconnect has serious enhancing the performance of teachers within a dynamic
implications: a thriving organizational culture is closely and innovative school environment (Purwanto &
linked to teacher motivation and job satisfaction, whereas Sulaiman, 2023). Effective leadership that offers moral
its absence can result in teacher disengagement, support, recognition, and appreciation significantly boosts
diminished commitment, and poorer student outcomes. teacher morale. This, in turn, fosters a sense of pride in
Moreover, the failure to recognize teachers' contributions their work, contributing to a more positive workplace
and the lack of emphasis on nurturing a positive workplace culture (Setyawati, 2023) essential for improving overall
culture intensify these issues. Consequently, it is crucial to teacher performance.
examine how leadership practices, organizational culture,
In research conducted by (Sugiono & Nurhasan, 2025),
and teacher satisfaction are related while also identifying
they found that organizational culture significantly impacts
practical strategies that can enhance school culture,
job satisfaction. They added that a robust organizational
improve teacher well-being, and ultimately boost student
culture fosters collaboration among employees, establishes
achievement.
a stable work environment, and facilitates the development
Objective of the Research of skills and experiences. An innovative, stable, and
The research study intends to examine the relationship collaborative work environment enhances employee
between effective leadership practices, a positive satisfaction, which, in turn, boosts work motivation. In
organizational culture, and their effects on teacher job addition, they suggested that the agency could enhance
satisfaction across schools in Bhutan specifically in employee involvement in decision-making processes,
Samdrupjongkhar Dzongkhag. By analyzing diverse provide opportunities for career development, and
leadership approaches, this study aims to understand and cultivate a work environment that encourages
analyse how school leaders influence the values, beliefs, collaboration and innovation to strengthen its
and practices that shape the organizational culture. The organizational culture.
findings will offer valuable insights into how proficient Organizational culture is a key factor influencing
leadership can cultivate a constructive and productive employee motivation and job satisfaction. Research
school environment, ultimately enhancing teacher indicates a positive and significant relationship between
performance and increasing job satisfaction. organizational culture, organizational commitment, and
both motivation and job satisfaction (Dirwan et al., 2024).
III. LITERATURE REVIEW Additionally, work motivation acts as a mediator, further
enhancing the impact of organizational culture and
Leadership, teacher job satisfaction, and organizational
commitment on job satisfaction. A study titled “Driving
culture are intricately linked, with each element
Behavioral Change in Public Service” conducted by the
influencing and reinforcing the others. Effective leaders
Royal Institute for Governance and Strategic Studies
play a crucial role in shaping a positive organizational
(RIGSS) in September 2022, revealed that a conducive
culture within schools by establishing a clear vision,
environment has a direct influence on behavioral change
promoting transparent communication, and fostering trust
and facilitates employees' ability to excel in their
among staff. When educators feel supported and valued by
professional roles (Lhamo & Zam, 2022).
their leaders, their job satisfaction increases significantly
(Abdul Rojak et al., 2024). A strong organizational culture Research consistently highlights the importance of
encourages collaboration, inclusivity, and engagement, effective leadership in fostering job satisfaction. Principals
making teachers feel appreciated and motivated. In such an who demonstrate supportive and collaborative leadership
environment, where professional growth, recognition, and styles create an environment where teachers feel valued,
support are prioritized, teachers develop a sense of leading to higher job satisfaction (Li et al., 2024).
belonging that is essential for their overall well-being and Supportive relationships with colleagues also enhance job
retention (Verma & Kaur, 2024) . Satisfied teachers are satisfaction, as collaboration and camaraderie contribute to
often more committed and engaged, reflecting the positive a positive work environment (Mande & Supriadi, 2024).

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Choida Journal of Humanities and Education Development (JHED)
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The role of leadership in shaping the work culture within V. DATA ANALYSIS
educational institutions is critically important. A healthy This section provides a detailed analysis, discussion, and
work culture, cultivated through effective leadership, interpretation of the data collected through Google Forms
drives schools toward success and innovation, ultimately utilizing a five-point Likert scale. The insights gained from
enriching the educational experience for all involved this data are essential for understanding the underlying
(Ashfaq Hassan Babar et al., 2025). trends and implications.
Research was conducted by RIGSS for civil servants Part A – Biographical data of respondents
below 35 years of age to study “What motivates Young
The educators were requested to provide information
Civil Servants in Bhutan”. It was found that 76.7% of the
regarding their qualifications and the geographic location
employees were motivated at work, and one of the
of their current schools to facilitate a greater understanding
motivation factors was Leadership, which shows that
of their perspectives.
leadership plays a vital role in employees’ job satisfaction
(Yangchen et al., 2022). The respondents’ qualifications for the research
encompassed seven teachers with a diploma, 88 with a
degree, 17 with a Master's and two with a Ph.D., as shown
Key research questions in Table 1. It is crucial to have a diverse qualification
The study is guided by the following research questions: background, as the perception of each individual could
1. How does leadership affect the workplace depend on their qualification (Kumar & Bhadra, 2025).
environment in schools and influence teacher job The majority of the respondents were from schools in
satisfaction? Samdrup Jongkhar dzongkhag, which is located in the
2. What is the relationship between effective southern part of Bhutan. The main reason for the majority
communication from school leaders and teachers' being from Samdrup Jongkhar could be because the author
perceptions of the school culture? is currently the principal in one of the schools in Samdrup
3. In what ways does support and recognition from Jongkhar.
leadership impact teacher job satisfaction and Table 1. Qualification of the respondents
their decision to remain in their positions?
4. How can transformational leaders contribute to
creating a positive and inclusive school culture
that enhances teacher job satisfaction??

IV. METHODOLOGY AND SAMPLING

The study employed a quantitative research methodology
utilizing a five-point Likert scale questionnaire to gather
data on the perspectives of school teachers from various Part B – Leadership Styles and Practices
schools across Samdrupjongkhar Dzongkhag. The data The first section of the questionnaire comprised ten
was collected via Google Form to facilitate smooth data statements designed to assess the leadership styles and
gathering. A total of 116 teachers participated by practices of principals across various schools, as well as to
responding to a structured questionnaire divided into three evaluate teachers' perceptions of the principals' leadership
sections: A) Leadership Style and Practices, B) competencies. The responses for the statements are
Organizational Culture, and C) Teacher Job Satisfaction. provided in Table 2.
Each section consisted of ten statements designed to assess
different aspects of the respective themes, facilitating a
comprehensive analysis of teachers' perceptions.

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Table 2. Responses for Leadership styles and practices (in numbers)

Strongly Strongly
S.No. Statement Agree Neutral Disagree
Agree Disagree
I My principal is supportive and encouraging. 67 41 5 2 1
II My principal involves me in decision-making 51 52 7 6 0
processes.
III My principal provides clear expectations and 46 62 6 2 0
feedback.
IV My principal creates a positive and inclusive school 54 47 10 5 0
climate.
V My principal is a strong role model for students and 44 51 16 5 0
staff.
VI My principal is open to new ideas and suggestions. 50 52 9 5 0
VII My principal is fair and impartial in their decision- 44 55 12 5 0
making.
VIII My principal effectively manages conflict within 50 57 3 6 0
the school.
IX My principal communicates effectively with all 62 43 10 1 0
stakeholders.
X My principal is a visionary leader who sets clear 49 54 10 3 0
goals for the school.

A substantial majority of respondents indicated strong 5=Strongly Agree. The interval for the scales was taken as
agreement regarding the leadership styles of their shown in Table 3, considering the range
principals, which have contributed to the establishment of (𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑛𝑢𝑚𝑏𝑒𝑟 (5) − 𝑚𝑖𝑛𝑖𝑚𝑢𝑚 𝑛𝑢𝑚𝑏𝑒𝑟 (1) = 4)
a positive and inclusive work environment. Furthermore, 4
and the interval is 0.80 ( = 0.80).
5
many participants acknowledged that their principals
demonstrated qualities of encouragement and support, The scale's interval plays a crucial role in capturing the
effectively aiding in the resolution of conflicts. However, it perspectives of respondents for each statement. It helps
is noteworthy that a minority of respondents expressed pinpoint where their views stand, providing valuable
uncertainty regarding the leadership practices of their insights into their opinions.
principal. Specifically, 16 out of 116 respondents reported Table 3. Interval of the scales for interpretation
a neutral stance on the statement, “My principal is a strong
Scale Interval
role model for students and staff.”
Strongly Agree 1.00 – 1.80
A total of 103 respondents indicated that they felt included
in the decision-making process by the principal; however, Agree 1.81 – 2.60
six respondents expressed disagreement, suggesting that Neutral 2.61 – 3.40
there are instances in which some principals do not engage
Disagree 3.41 – 4.20
their teachers in this process.
Strongly Disagree 4.21 – 5.00
The data presented in Table 4 indicates that the mean
Part C – Organizational Culture
responses for nearly all statements reflect a consensus of
The second part of the questionnaire aimed to better "Strongly Agree." This suggests that the prevailing
understand the existing organizational culture of various organizational culture within the schools is positive,
schools in Bhutan through a five-point Likert scale with fostering an environment conducive to the professional
ten statements. The average for each statement is taken to development of educators and oriented towards the
understand the point of view of 116 respondents by taking achievement of student success.
1=Strongly Agree, 2=Agree, 3=Neutral, 4=Disagree and

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Table 4. Mean for each statement

Statement No. I II III IV V VI VII VIII IX X

Mean 1.77 1.81 1.75 1.84 1.57 1.62 1.56 1.63 1.65 1.66

Strongly Strongly Strongly Strongly Strongly Strongly Strongly Strongly

Interpretation Agree Agree
Agree Agree Agree Agree Agree Agree Agree Agree

Part D – Teacher Job Satisfaction to encompass various factors such as workplace

The participants in the survey were asked to carefully relationships, availability of resources, job responsibilities,
review and assess a series of statements designed to gauge and overall organizational culture, allowing for a
their overall job satisfaction as well as the perceived comprehensive understanding of their experiences in the
quality of their work environment. This evaluation aimed workplace, as shown in Table 5.
Table 5. Detailed response with statements for Part D
S.No. Statement / Scale Strongly Agree Neutral Disagree Strongly
Agree Disagree
I I am satisfied with my job as a teacher. 42 53 13 5 3
II I feel supported by the school administration 47 53 11 4 1
III I have opportunities for professional 29 66 17 4 0
development.
IV I believe my work has a positive impact on 65 48 1 0 2
students.
V I am motivated to continue working at this 31 62 14 6 3
school.
VI I feel empowered to make a difference in my 61 51 2 0 2
classroom.
VII I have the resources and support I need to be 22 74 13 7 0
successful.
VIII I feel valued and appreciated for my 44 60 8 4 0
contributions.
IX I have opportunities for leadership and 21 68 20 7 0
advancement.
X I am proud to be a part of this school 43 61 10 2 0
community.

Table 6.Percentage of respondents against the scales for each statement

Statement No. I II III IV V VI VII VIII IX X
Strongly Agree 36.2 40.5 25.0 56.0 26.7 52.6 19.0 37.9 18.1 37.1
Agree 45.7 45.7 56.9 41.4 53.4 44.0 63.8 51.7 58.6 52.6
Neutral 11.2 9.5 14.7 0.9 12.1 1.7 11.2 6.9 17.2 8.6
Disagree 4.3 3.4 3.4 0.0 5.2 0.0 6.0 3.4 6.0 1.7
Strongly Disagree 2.6 0.9 0.0 1.7 2.6 1.7 0.0 0.0 0.0 0.0

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It is evident from the responses regarding from the above VI. FINDINGS AND RECOMMENDATIONS
table that the respondents are more inclined towards the A key insight drawn from the study reveals that effective
“Strongly Agree” side as compared to the rest of the data. leadership plays a crucial role in cultivating a supportive
However, the data cannot be overlooked on the neutral and encouraging workplace atmosphere, which, in turn,
scale, as there is a sufficient number of respondents who ignites enthusiasm among educators about their
are not sure of their stance regarding job satisfaction. professional responsibilities. Participants who
It can be observed from Table 6 that while the rest of the demonstrated high levels of agreement with the specific
statements show the respondents' point of view inclines leadership practices adopted by their administrators
more towards ‘agree’ but for statements I and V, the reported experiencing significantly elevated job
responses are dispersed throughout the five scales. satisfaction. Furthermore, these individuals shared a more
favorable view of their overall work environment,
highlighting the profound impact that strong, supportive
leadership can have on teachers’ morale and their
perception of their roles within the educational setting.
Based on the findings of the study, the following
recommendations are proposed to enhance the educational
environment:
• Enhancing Teacher Satisfaction: To improve
teacher satisfaction, it is essential for schools to
adopt a systematic approach to assess the needs
and concerns of educators. This can be achieved
Fig.1. Responses for statement I in percent through regular feedback mechanisms, such as
comprehensive surveys and focused group
discussions, which provide educators with an
The responses for statement I, “I am satisfied with my job opportunity to express their opinions and
as a teacher”, show that 81.9% of teachers are satisfied suggestions. Additionally, the introduction of
with their job, but 6.9% of teachers are not satisfied with recognition programs and appreciation events can
their job. While it is evident that the majority are satisfied, significantly enhance teacher morale, fostering a
11.2% of teachers are in a dilemma, as shown in Figure 2. sense of belonging and thus contributing to a
Similarly, for statement V, “I am motivated to continue positive organizational culture within the school.
working at this school”, the responses are spread • Teacher Support Systems: The establishment of
throughout, where 93 teachers are motivated to continue robust support systems is vital for cultivating a
working at that school, 14 are not sure of their stand, and 9 positive school culture that prioritizes teacher
teachers are not motivated. From this data, it can be noted growth and well-being. Schools should consider
that the majority of the teachers are happy working at their implementing mentorship programs that pair
current school, as shown in Figure 3. experienced educators with novice teachers,
facilitating the exchange of best practices and
providing guidance for professional development.
Furthermore, encouraging peer collaboration
through regular team meetings and professional
learning communities can enhance teacher
morale, promote the sharing of ideas, and support
continuous professional growth.
By thoughtfully implementing these strategies, schools can
strengthen their leadership practices and foster an
educational community that values excellence while
prioritizing the well-being and satisfaction of their
teachers.
Fig.2. Responses for statement V (in numbers)

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This research is concentrated exclusively on a sample of
Organizational Commitment, on Motivation and Job
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