Effect Of School Principals Leadership Style On Teachers Job Satisfaction: The Case Of Secondary Schools In Kolfe Keraneo Sub- City, Addis Ababa

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