Abstract:
This study examined the relationship between school principals' transformational leadership
and teachers’ job commitment in government secondary schools of Ambo town administration
using a correlational research design. A quantitative research approach was used in this
study. Simple random sampling and the census technique were used to draw a representative
sample of 83 teachers and 32 school leaders for the study. Data for the study was collected
using two standardized instruments: a multifactor leadership questionnaire and revised
commitment scale items. Frequency, percentage, mean, standard deviation, an independent
sample t-test, Pearson correlation, and multiple linear regressions were used in the analysis.
Study results indicate school principals practices in all transformational leadership
components were shown to be relatively moderate. Teachers’ job commitments were low. The
relationship between transformational leadership and teachers’ job commitment was mostly
fall between weak and moderate relationships. Regression analysis results show that
inspirational motivation has the most statistically significant effect (R2 = 23.5%, β =.359, t
=2.627, p < .05) on affective and normative (R2 =34.3%, β =.258, t =2.189, p <.05) job
commitment, while individualized consideration (R2 =16.1%, β =.232, t =2.267, p <.05) has
the most statistically significant effect on continued job commitment. In conclusion, since
transformational leadership was relatively moderately implemented there, there was a
problem relating to teachers' job commitment. Hence, this problem may lead to emotional and
mental health issues, burnout, and the loss of experienced teachers. Thus, further study needs
to focus on the school environment, culture, climate, teaching load, and work assignment of
teachers, as well as teaching and learning facilities.
