Leadership Behavior of Principals and its Implications on Teachers Job Performance in Secondary Schools of North Shoa Zone of Oromia National Regional State, Ethiopia.
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Date
2019
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AAU
Abstract
The aim of the study was to examine the Leadership behaviors of principals and its implications
on teacher’s job performance in secondary schools, in North Shoa Zone. The method employed
in the study was a descriptive survey. Out of 45 secondary schools, 6 secondary schools were
selected through Simple random sampling technique by lottery method because all secondary
schools are opened before 2000 E.C. Questionnaire and interview were used to collect data from
5 supervisors and, they were selected using purposive sampling techniques and 161 teachers
were selected using simple random sampling techniques by lottery method from sample schools
in the Zone. The data were analyzed with both qualitative and quantitative statistics using
frequency, percentages, mean scores, standard deviations, and correlation. The findings
indicated that leadership behavior currently in practice by secondary school principals of North
Shoa Zone were least directive and participative leadership. Alternative- oriented and supportive
leadership behavior emerged as the least preferred leadership behavior in the area under study.
Teachers’ job performance was also found to be at a low level in the schools. From the findings,
it was recommended that school principals should use both supportive and participative
behavior of leadership in their school administration in order to enhance better job performance
among teachers. The use of the Alternative- oriented and directive leadership behavior should be
discouraged among school principals as it could not bring a better job performance among
teachers. According to the respondent’s response, directive and participative leadership
behaviors were the least practiced behaviors. There was no significant difference between the
responses of two groups. The result of the level of teachers' job performance showed that the job
performance level of teachers was at low level. There is significant and positive relationship
between participative and supportive leadership behaviors and teachers’ job performance
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The method employed in the study was a descriptive survey