The Link Between Principals’ Leadership Styles And Teachers’ Motivation In Primary Shools Of Liban Jawi Woreda, West Shoa Zone

Abstract

This study investigated the link between principals' leadership styles and teachers' motivation in primary schools of Liban Jawi Woreda, Oromia, Ethiopia. The study employed correlation research design and quantitative research methods, involving the collection and analysis of survey data from school teachers. In this study 118 teachers were sampled through comprehensive sampling technique. The findings revealed a prevalence of autocratic leadership among school principals, although democratic leadership styles were also observed. Teachers' motivation was primarily driven by achievement and external factors, while autonomy and responsibility played a supporting role. Importantly, all leadership styles, including democratic, autocratic, and laissez-faire, were positively correlated with teachers' motivation, highlighting the importance of effective leadership in fostering teacher engagement and commitment. The study found that autocratic leadership is the dominant leadership style among school principals in Liban Jawi Woreda. Principals frequently believe in close supervision (M = 4.47), many teachers feel insecure and require direction (M = 4.13), and decision-making is often centralized (M = 3.71).While autocratic leadership is prevalent, there are also elements of democratic leadership observed, such as encouraging teacher participation (M = 2.04), sharing leadership roles (M = 1.97), and respecting teacher opinions (M = 2.18).Teachers are primarily motivated by achievement (M = 4.09), with moderate levels of motivation for autonomy and responsibility (M = 2.68) and recognition and reward (M = 3.17).Teachers' extrinsic motivation is influenced by factors such as school guidelines and administration (M = 1.96), supervision practices (M = 1.86), work relations (M = 2.99), school work conditions (M = 1.44), and incentives and benefits (M = 1.41). All leadership styles, including democratic, autocratic, and laissez-faire, are positively correlated with both intrinsic and extrinsic motivation. These findings suggest the need for promoting democratic leadership, fostering autonomy and responsibility, and creating a supportive environment to enhance teacher motivation and improve educational outcomes in Liban Jawi Woreda