This study examined teacher leadership dimensions and
job satisfaction in two public secondary schools in Johor, Malaysia; one
located in a rural area and one located in the city. The study determined the
differences and relationship in teacher leadership practices and job
satisfaction. It investigated how teacher leadership dimensions facilitate or
hinder teacher leadership development and job satisfaction in the selected
schools. A total of 78 respondents comprising of administrators, middle leaders
and subject teachers took part in this study. Using the sequential explanatory
mixed-method research design, this study employed Teacher Leadership School
Survey (TLSS), Mohrman-Cooke-Mohrman Job Satisfaction Scale (MCMJSS), and
semi-structured interview as the instruments. Three respondents were selected
from each school for a semi-structured interview. Descriptive and inferential
statistics such as mean, standard deviation, t-test, correlation, and ANOVA
were utilised in the quantitative phase, while qualitative data were treated
according to the code, categories, and themes. The findings reflected that both
schools ranked relatively high to very high in teacher leadership dimensions
and job satisfaction. There was no significant difference found in teacher leaderships
dimensions and job satisfaction, yet there was a statistically significant
positive relationship between job satisfaction and teacher leadership
dimensions in both schools. The qualitative findings in the study reflected
that both schools acknowledged the importance of the dimensions in job
satisfaction. Evidence of teacher leadership practices was found in both
schools. There was a similarity in terms of impeding conditions for both
schools, in which both schools highlighted a lack of confidence as one of the
impeding conditions. Other impeding conditions include teacher’s personal
problem, unsupportive administrators, motivation, and attitude.
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