Zenebe BarakiDereje Hailemariam2026-08-102026-08-102025-06https://etd.aau.edu.et/handle/123456789/8836The primary Purpose of this research was to investigate teachers' perceptions of principals' leadership styles in private schools located in Gulele Sub City, Addis Ababa, Ethiopia, and examined how these styles impact teacher motivation, job satisfaction, instructional practices, and student outcomes. A mixed-methods approach was employed, incorporating both quantitative and qualitative data. A survey questionnaire was administered to 200 teachers across three private schools, with data analyzed using SPSS Version 25 to assess means and standard deviations for various leadership styles. Additionally, semi-structured interviews were conducted with 24 teachers, allowing for thematic analysis to identify recurring themes regarding principals' leadership practices. The study revealed that principals predominantly exhibited transformational and instructional leadership styles, which were associated with strong teacher support and engagement. Quantitative analysis indicated a consensus among teachers on the positive influence of transformational leadership on job satisfaction and instructional practices, while transactional leadership styles received lower mean scores, indicating a perceived lack of motivation and engagement. The qualitative findings highlighted key themes such as the importance of communication, empathy in leadership, and participatory decision-making. The conclusion drawn was that transformational leadership enhances teacher motivation and job satisfaction while positively impacting instructional practices, ultimately leading to improved student outcomes. Schools led by principals who adopt supportive and collaborative leadership styles demonstrated better academic performance among students. It was recommended that in order to foster a positive educational environment, it is essential for principals to adopt flexible leadership strategies that align with teachers' needs. This research aims to inform policy and practice within private schools in Ethiopia, promoting the development of leadership frameworks that prioritize teacher engagement and student success. Keywords: Educational Outcomes, Job Satisfaction, Leadership Styles, Teachers' PerceptionsenEducational OutcomesJob SatisfactionLeadership StylesTeachers' PerceptionsThesis