PRINCIPALS’ LEADERSHIP STYLES AND TEACHERS’ PERFORMA NCE IN SECONDARY SCHOOLS OF OROMIA SPECIAL ADMINISTA TIVE TOWNS SURROUNDING FINFINNE

Abstract

The main purpose of this study was to investigate the influence of the principals’ leadership styles on the teachers’ performance in secondary schools of Oromia special administrative towns surrounding Finfinne. To conduct this study, the descriptive survey design involving quantitative and qualitative approaches was employed. A total of 137 respondents (124 teachers and 13 principals) were included in the study. Teachers were selected using simple random sampling technique where as principals were selected using availability sampling technique. The data were gathered through questionnaire and interviews. Descriptive statistic (frequency counts, mean and percentages) and inferential statistic (correlation and regression analyses) were used to analyze data gathered through questionnaire. Data obtained through interview and open ended questionnaire were analyzed qualitatively by organizing it into patterns, categories and through description. The findings of the study revealed that there is a positive and significant relationship between leadership styles and teachers’ performance. The study also indicated that democratic leadership was the most practiced leadership style in secondary schools of Oromia special administrative towns surrounding Finfinne. Furthermore, teachers’ performance was found to be moderate in the study area. In addition, the findings showed that principals’ leadership style had significant effects on decision-making, communication and delegation in improving teachers’ level of performance. However, teachers’ performing was not to the expectation. The implication of the findings of the study is that school leaders should properly exercise their leadership styles to improve teachers’ performances in their profession. Based on the findings, it is recommended that the principals of secondary schools should knit mixture of autocratic and democratic styles of leadership and should review their Human resource management implementations and regional education Bureau devised to provide communication skill trainings for school principals on effects of communication and on how to communicate with teaching staffs to enhance their performance