Browsing by Author "Kebebew Tefera"

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    Principals’ Leadership Competencies and Teachers’ Job Satisfaction in Government Primary Schools in Lemi Kura Sub City, Addis Ababa.
    (Addis Ababa University, 2025-05) Kebebew Tefera; Aman Worku (PhD)
    This study investigated principals' leadership competencies on teachers' job satisfaction, drawing data from 314 teachers and 40 principals. This descriptive research design investigated the leadership competencies of principals within a school setting. Simple random sampling technique was employed to select the participant schools across the Lemi-kura sub-city. The collected data were analyzed using both descriptive and inferential. The descriptive statistics, such as frequency, percent, mean, and standard deviation, were used to describe the demographic characteristics of respondents and the dependent and independent variables. The inferential statistics, like Pearson correlation coefficient(r) and multiple linear regressions, were used to determine if relationship existed between independent and dependent variables. The Sub-City has 32 primary schools, out of which there are 17 governmental schools. The study takes ten primary schools as a sample from 10 woredas. Findings reveal a mixed impact. While principals' instructional leadership, such as classroom observations, constructive feedback, and support for teaching strategies, positively influences teachers' professional growth and the creation of a stable work environment, significant concerns remain. Teachers reported a lack of clear instructional guidance, limited professional development, and insufficient recognition, respect, and effective problem-solving from their principals. Despite principals' self-perception of providing a clear vision, teachers often found it unclear and uninspiring. Conversely, principals' interpersonal and community engagement competencies generally foster positive relationships, conflict resolution, and a supportive atmosphere. However, teachers desired more opportunities for leadership, delegation, accessibility, and advocacy from principals. A key discrepancy emerged in the perceived value of teacher input in school planning. Regarding professional and ethical competency, principals' integrity and moral principles were largely appreciated by teachers, fostering trust. Yet, teachers expressed concerns about fairness, accountability, and consistent policy upholding, while principals acknowledged a need to improve trust and respect. A significant concern was principals' limited engagement in teachers' professional development, leading to decreased job satisfaction. Overall, while interpersonal strengths exist, significant improvements are needed in fostering professional growth, recognition, and consistent support to enhance teachers' job satisfaction.