Abstract:
Leadership style has a great impact on the goal achievement of secondary schools and teachers’
job satisfaction. To this end, this research was conducted mainly to examine the relationship
between the effects of school principals’ leadership styles and teachers’ job satisfaction in three
selected secondary schools of Kolfe keraneo sub city. The target population of this study was the
school principals and teachers in selected secondary schools of Kolfe sub city and 208
respondents were participated in the study. The respondents were selected with simple random
sampling techniques. The primary data were collected using questionnaires and interviews. The
quantitative data was analyzed with the support of SPSS analytical software. The data was
presented with descriptive tables and graphs for respective results. Regression and correlation
analysis were used to observe the relationships between leadership styles and employees job
satisfaction. The major research findings show that the dominant leadership style of three
selected secondary schools in Kolfe sub city are laissez-faire leadership style and it is followed by
autocratic leadership styles whereas democratic and transformational leadership styles are the
least types of leadership styles that have been inadequately executed in three selected secondary
schools. The research also revealed that, teachers’ job satisfaction is largely affected by the
existing leadership styles that have been implemented by the school principals. The result also
confirmed that autocratic and laissez-faire leadership styles negatively affected the employees’
job satisfaction whereas the democrat and transformational leadership styles has a positive
impact on employees’ job satisfaction. The Pearson correlation and linear regression analysis
were carried out to test the significant relationship between leadership styles and employees’ job
satisfaction and the value of R square was (R2
= 50.1%) is implied that 50.1% of the variation in
teachers job satisfaction is explained by the existing leadership styles in selected secondary
schools while the remaining 49.1% variations in their job satisfactions can be determined by
other unknown factors.
The findings of this study showed areas of intervention to improve the most wanted leadership
styles on employees’ job satisfaction is imperative. The research therefore recommended that
Addis Ababa Education Bureau and other concerned stakeholders has to largely work on
capacity building initiatives that help to improve the leadership capacity of school directors to
positively contribute on teachers job satisfaction
