The Principals’ Leadership Styles and Teachers Performance In Secondary School of East Hararghe Zone Oromia Regional State

No Thumbnail Available

Date

2017-08

Journal Title

Journal ISSN

Volume Title

Publisher

AAU

Abstract

This study intended to assess the principals’ leadership styles and teacher performance in secondary schools of East Hararghe Zone. The design chosen for the study was descriptive survey design whereas the method employed was mixed methods. To carry out the study, the sampling techniques used were simple random, purposive and stratified sampling techniques. Data for the study were gathered through questionnaire, interview and FGD. Both Primary and secondary sources data were used. The primary sources data include 213 teachers for questionnaire, 16 principals and 10 department heads for interview and 12 selected teachers with FGD. The collected data were analyzed using both quantitative and qualitative methods of data analysis. Data gathered through questionnaires were analyzed using SPSS version 20 software by applying descriptive and inferential statistics. In addition, data collected through interview and FGD were analyzed qualitatively. The results of the study revealed that majority school principals’ qualifications were found below the required standard set for the level under the study. Moreover, the findings revealed that most of the principals were getting their position appointments by higher authorities and political acceptance. Also the findings of the study indicated that secondary school principals mostly used mixed leadership style to influence teachers’ performance. The study concluded that low relationship between principals with staff members, lack of school facilities and resource, principals’ personality, the nature of task and lack of adequate training were the major challenges of principals under study area. The point of the recommendation is providing opportunities of training for unqualified school principals to build their professional skills and solve the challenges that hindered proper implementation of school leadership practice. Finally, it was recommended that position appointment conditions must be transparent.

Description

Keywords

principals ’Leadership style, Secondary schools, teachers, principal, teachers’ performanc

Citation