Principals’ Leadership Competencies and Teachers’ Job Satisfaction in Government Primary Schools in Lemi Kura Sub City, Addis Ababa.
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Date
2025-05
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Addis Ababa University
Abstract
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.
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Keywords
Leadership style, Principal Leadership Competency, Teacher Job Satisfaction