The Relation Ship Between Principals’ Leadership Style And Teachers’ Job Satisfaction In Government Secondary Schools Of Gullele Subcity City, Administration Of Addis Ababa

Abstract

This study investigates the impact of principals' leadership styles transformational, transactional, and laissez-faire on teachers' job satisfaction and work commitment in Gullele Sub-City government secondary schools. The research aims to identify which leadership approach is most significantly influences teachers’ job satisfaction and work commitment. A quantitative methodology was employed, utilizing explanatory research design and simple random sampling to collect data from 191 participants. Data analysis was performed by using SPSS software. The findings indicated that transformational leadership style has a strong positive effect on teacher job satisfaction, while transactional leadership style has no significant effect and laissez-faire leadership has negative effect on teachers’ job satisfaction levels. The study concludes that adopting transformational leadership enhances both teacher’s morale and institutional performance, whereas transactional and laissez-faire leadership styles are less effective. Consequently, it is recommended that school administrators in Gullele Sub-City prioritize transformational leadership practices to foster higher job satisfaction and commitment among educators.