The Link Between Principals’ Transformational Leadership And Teachers’ Commitment In Government Secondary Schools Of Ambo Town Administration

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.