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Title: The Influence of Leadership Style on Teachers’ Job Satisfaction in Private Primary Schools of Addis Ababa City Administration
???metadata.dc.contributor.*???: Hussen Kedir (Dr)
Tomas, Tadesse
Keywords: dominant school leadership style
Issue Date: Jun-2015
Publisher: Addis Ababa University
Abstract: The aim of this research was to identify the dominant school leadership style in practice by school principals and to assess the leadership style that promotes high teachers’ job satisfaction in private primary schools of Addis Ababa City Administration. In the empirical investigation, a mixed- approach sequential explanatory design was used. In the qualitative phase, the data collection was done by means of self-constructed structured questionnaire that focused on dimensions of leadership styles and factors of job satisfaction. Data was collected from a total of 328 respondents constituting 296 teachers and 32 principals drawn from 15 sample schools in 4 randomly selected sub-cities. In the second phase, namely qualitative phase, interviews were conducted with a sample of 5 teachers and 5 principals who were randomly selected form the larger sample. The data analyses for quantitative and qualitative phase were done by SPSS and constant comparative method respectively. The findings indicated that the dominant leadership style currently in practice by private primary school principals of Addis Ababa City Administration was transactional leadership. Laissez-fair leadership style was emerged as the least preferred leadership style in the area under study. The findings also indicated that both transactional and transformational leadership styles promote high teachers’ job satisfaction in the area under study. The exchange relationship between benefits and performance and high principals’ inspirational motivation skills emerged as the most satisfying elements of the two leadership styles respectively. Moreover, laissez-faire leadership style was the least satisfying leadership style in the area. The area of dissatisfaction in relation to laissez-faire leadership style was related to poor communication about school decisions. Finally, recommendations were made in the areas of design of active monitoring and evaluation, adoption of a mix of transformational and transactional leadership styles and establishment of a reward scheme to enhance teachers’ job satisfaction in private primary schools of Addis Ababa City Administration.
Appears in Collections:Thesis - Educational Leadership & Management

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