PRINCIPALS’ LEADERSHIP STYLES AND THEIR CONTRIBUTION TO ENHANCING SECONDARY SCHOOLS TEACHERS’ COMMITMENT IN FAFAN ZONE

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