IMPACT OF PRINCIPALS’ LEADERSHIP STYLE ON TEACHERS’ JOB PERFORMANCE IN SECONDARY SCHOOLS OF BALE ZONE.

Abstract

The main purpose of this study was to investigate the Impact of principals’ leadership

style on

teachers’

job

performance in

Secondary

school of

Bale

Zone.

Descriptive

survey research design was employed to conduct the study. The study was conducted in

eight secondary schools

found in Bale zone which were selected

by simple random

sampling technique. One hundred sixty four teachers from the sample schools were selected by simple random sampling, 8 principals, and 4 supervisors from the same

schools

were

selected

by purposive

sampling

method.

Questionnaire,

interview

and

document analysis were the instruments of data collection. Then, information obtained from closed-ended questionnaires was analyzed by using simple regression model and Pearson correlation coefficient with the help of SPSS version 20,Standard deviation,

mean,

percentage

and

frequency.

Result

obtained

from

interview

and

documents

analysis were narrated and triangulated with quantitative finding. The questionnaires on communication and decision-making were used to describe the principal leadership

styles,

while

lesson

plan,

assessing

students

and

involve in

co-curricular

activities

were to determine the teachers‟ performance with in the schools. The finding indicates that there is a moderate positive relationship between leadership styles and teachers’ performance the relationship is significance. Democratic leadership style was the most practiced leadership styles in secondary schools of Bale Zone. The secondary school of Bale Zone teachers were less motivated with their job because of low salary, lack of facilities, low participation and poor communication among staff members. In general it can be concluded that principals’ leadership style of secondary schools in Bale zone had significant effects on decision-making and communication in improving the level of teachers’ level of performance and thus, teachers have not been performing to the expectation. Based on the findings, it is recommended that the principals of secondary schools should use able of bureaucratic and democratic styles of leadership, while

teachers’

ideas

and

taught

should

be considered in

decision-making in

order to

enhance better performance amongst teachers.