The Relationship between Principal Leadership Style and School Climate: The Case of Yabello Wereda Secondary Schools of Borena Zone,Oromia Regional State

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Date

2020-09

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AAU

Abstract

The main purpose of this study is to study and improve a link between the principals’ leadership style and the school climate which existed in behavior, attitude, expectations, values, beliefs and relationships with teachers and how the principal is exercising the leadership style in Yabello Wereda district secondary schools. Creating a good climate where teachers can teach and pupils can learn and parents can be involved in the education of their children’s.This. is to say that there is a connection between positive school climate and school principal leadership styles. The implication of this is that leadership styles dictate organizational climate. To this effect, Correlational design was employed by which questionnaires and interviews were used as instruments of data gatherings. The data were collected from two secondary schools teachers, department heads, unit leaders, principals and supervisors for the Wereda has only two secondary schools and also difficult to apply the methodology to other many secondary schools at other weredas. A total of 2 supervisors, 2 principals, 19 heads of departments, 2 unit leaders, and 40 teachers were included as subjects of the study. The collected data were analyzed with the help of appropriate Correlational Design to see relation which is used by “Pearson”. Various leadership styles used by principals and the corresponding climates were identified. The findings of the study indicated that the type of climate that exists in schools is related to the principal leadership style and the school principal used leadership style inappropriately. School climate differs from school to school; principals employ various styles while performing their duties, Principals’ perception of their behavior is different from how their followers perceive them. Teachers are not committed to their work, there is a link between principal leadership style and school climate. The study found that the dominant style of leadership used by the principals covered in this study, as perceived by their teachers, was the telling style of leadership. The two principals used the telling style of leadership inappropriately. To this end, the closed climate that existed in both schools could be linked to the inappropriate use of the telling style of leadership. More importantly, the style does not seem to be suitable to create a positive organizational climate. Finally, based on the findings of the study, the following are recommended that principals should familiarize themselves with various leadership styles and their effectiveness in different situations and other stakeholders should organize and improve the school climate by mobilizing, how good climate can be created and how it can be improved and sustained.

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