The Relationship Between Principals‟ Leadership Styles and Teachers‟ Motivation In Secondary Schools of South West Shoa Zone
No Thumbnail Available
Date
2020-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AAU
Abstract
The purpose of this study was to assess the relationship between principals’ leadership styles
and teachers’ motivation in secondary schools of the southwest Shoa zone. To accomplish this
purpose, the study employed descriptive survey research method, which is supplemented by
qualitative research. The study was carried out in 9 randomly selected secondary schools of the
south west Shoa zone. A total of 294 individuals participated in the study. Among them, 201
teachers and 84 department heads were included as a sample through simple random sampling
technique, especially lottery method, 9 secondary school principals were included by purposive
sampling. Questionnaires were the main instrument of data collection. Interviews and document
analysis were also utilized to substantiate the data collected through the questionnaire. The
analysis of the quantitative data was carried out by using frequency, percent, mean, and
standard deviation. While the data obtained through open ended questions, and the interview
was qualitatively analyzed. The result of the study revealed that, the activities show that the
schools principals moderate share school leadership role with the teaching staff and involvement
of teachers in decision, no practice respect for teachers opinions regarding school improvement
exist in the school, exercise more top-down administration system and slightly horizontal.
Generally, there are moderately democratic, laissez-faire, and authoritative leadership style
used in all schools. Further, the study show democratic leadership styles have a good
relationship and promote teachers job motivation in secondary schools. Also the finding of the
study revealed that there was a negative relationship between principals’ laissez-faire leadership
style and autocratic leadership style with teacher job motivation. The external factor that study
show that: the low practice in police and regulation in school, not implement rewarded
strategies, absence capacity to treat teachers equally insignificant supervision and teachers no
have good relation in secondary, low level conduciveness of working conditions is specially,
absence of teachers home secondary school found in rural, no adequate teaching equipment and
facilities no practice respect for teachers opinions regarding school improvement exist in the
school are factor that affect teachers job motivation in secondary. Finally, the study comes up
with the following recommendations: principals need more to involve teachers in decisionmaking, recognition practice and equal treat teachers, school principals should use dominantly
democratic and transformational over laissez-faire and autocratic , education offices work
collaboratively with cluster supervision and upgrade already assigned, making open and regular
discussion and rewarding teachers for their achievement and work for the improvement of these
motivation factors.