The Influenceof Principals‟Leadership Behavior On Teachers Job Performance In Government Primaryschools Of Kirkossubcityaddisababa

Abstract

This study employed a correlation research design to evaluate the influnceof leadership behavior on teachers' job performance in government primary schools in Kirkos Sub-City, Addis Ababa. Both primary and secondary sources of data were utilized, with primary data collected through surveys, interviews, and observations. The study population consisted of teachers, principals, and vice principals from selected primary schools, with a sample size of 216 participants determined through random and purposive sampling techniques. Questionnaires were the main instrument for data collection, and both qualitative and quantitative methods were used for data analysis. The descriptive statistics revealed a moderate overall level of leadership behavior practices exhibited by principals, with consistent perceptions among respondents. Teachers' job performance was rated relatively high, with a moderate positive correlation between leadership behavior and teachers' performance. The regression analysis indicated a moderate positive relationship between the predictors (level of teachers' job performance, principals' leadership behavior, and leadership behavior) and teachers' performance, accounting for 43.2% of the variance in teachers' performance. Based on the findings, it was concluded that there is a significant positive correlation between leadership behavior exhibited by school principals and teachers' job performance. The study recommends enhancing principals' leadership skills, focusing on improving teachers' job performance through training and support, strengthening collaboration and communication between principals and teachers, conducting regular performance evaluations, encouraging a culture of continuous improvement, and providing adequate resources and support to schools. Implementing these recommendations can further enhance the relationship between principals' leadership behavior and teachers' job performance in government primary schools, leading to improved educational outcomes in Kirkos Sub-City, Addis Ababa.