LEADERSHIP BEHAVIOR AND ITS IMPACTS ON TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS OF NORTH SHOA ZONE OROMIA REGINAL STATE

Abstract

The aim of the study was to investigate the Leadership behaviors and its impact on teacher’s job performance in secondary schools, in North Shoa Zone and to come up with remedial solutions. The design employed in the study was a descriptive survey. Out of 38 secondary schools, 8 secondary schools selected Simple random sampling techniques. Questionnaire, interview and review of documents were used to collect data from 8 principals, 5 supervisors and 72 school based supervision committee members were selected using available sampling techniques and 178 teachers were selected using stratified random sampling techniques depending on their experience from secondary schools in the Zone. The data were analyzed with both descriptive and inferential statistics using frequency, percentages, mean scores, standard deviations, independent sample t-test, and correlation. The findings indicated that the most leadership behavior currently in practice by secondary school principals of North Shoa Zone was directive and supportive leadership. Teachers’ job performance was also found to be at a low level in the schools. From the findings, it was recommended that school principals should use both supportive and participative behavior of leadership in their school administration in order to enhance better job performance among teachers. The use of the achievement oriented and directive leadership behavior should be discouraged among school principals as it could not bring a better job performance among teachers. There was no significant difference between the responses of two groups. The result of the level of teachers' job performance showed that the job performance level of teachers was at low level. There is significant and positive relationship between participative and supportive leadership behaviors and teachers’ job performance.