Abstract:
The purpose of this study was to assess the link between principals’ instructional leadership and
teachers’ motivation in secondary schools in the west Shoa zone. For this study, a correlational research
design was employed. The study was carried out in six randomly selected secondary schools in the west
Shoa zone. A total of 186 teachers participated in the study. For data collection, questionnaires were
used as the main instrument of data collection. The quantitative data was analyzed using both descriptive
and inferential statistics with the help of statistical packages for Social Science version 25. Descriptive
statistics included percentages and frequencies, measures of central tendency (mean), and measures of
dispersion (standard deviation). The relationship between the independent and dependent variables was
determined using inferential statistics, such as multiple regression analysis and correlation. Study results
indicate school principal’s instructional leadership components were shown to be relatively low.
Teachers’ job motivation was low. The relationship between school principals’ instructional leadership
and teacher motivation in the sampled schools is mostly fall between strong and moderate relationships.
Multiple linear regression results revealed that the independent variables had a statistically significant
effect on teacher motivation. There is a positive and significant relationship between principal’s
instructional leadership and teacher motivation (β =1.382, p<0.05). This implies that a unit change in
instructional leadership increases teacher motivation by 1.382 units. i.e., there is a statistically
significant relationship between them. In conclusion, an effective instructional leader ship is a critical
success for every organization. Therefore, instructional leaders elevate the goals, promote morality,
teachers, self-efficacy, and are inclined to feel their efforts will translate into improvements or changes in
performance. Therefore, the study recommends that instructional leaders should give due attention to the
practical implementation of the instructional leadership function to influence the teaching and learning
process and their job motivation
