Abstract:
The purpose of this study was to analyze principals’ leadership styles and their contribution
to enhancing the commitment of secondary school teachers in Fafan Zone of Somali
Regional State, Ethiopia. Descriptive survey research design was adopted. This study
targeted 8 out of 25 schools, which were selected by using purposive sampling technique.
Data were analyzed quantitatively using percentages and qualitatively using descriptive
statements and correlation analysis was done in order to find out whether there is significant
relationship between Principal leadership styles and teachers’ commitment. The study
analyzed the mean score and standard deviation of principals’ leadership styles and the
results indicated that principals practiced more democratic leadership with a mean value of
3.9218 and SD .59886. The mean score of teacher’s commitment (affective, continuance and
normative) was 3.2168, 3.8772, and 2.9723, respectively. The research further identified the
correlation between leadership styles and teacher’s commitment and The Pearson
correlation test result indicated that, Autocratic leadership style showed negative significant
relationship on teacher’s commitment (r = -0.327** P < 0.001), but positive significant
correlation between teacher’s commitment and Democratic leadership style (r = 0.244** P <
0.001), and laissezfaire leadership style ( r = 0.190** P < 0.001) is weak and positively
significant correlated with teacher’s commitment. The researcher recommends that
leadership style alone could not influence teachers’ commitment in secondary schools. It
requires a combination of other factors, which are essential to commitment
