PRINCIPAL LEADERSHIP STYLES AND TEACHERS’ JOB PERFORMANCE: THE CASE OF KERSA AND METTA WOREDA SECONDARY SCHOOLS, EAST HARARGHE ZONE, OROMIA, ETHIOPIA

Abstract

This study intended to assess the principals’ leadership styles and teacher job performance in secondary schools of Kersa and Metta Woredas of East Hararghe Zone. The design chosen for the study was descriptive survey whereas the method employed was mixed methods. To carry out the study, the sampling techniques used were simple random, purposive and stratified sampling techniques. Data for the study were gathered through questionnaire, interview and FGD. Both Primary and secondary sources of data were used. The primary sources include 90 teachers for questionnaire, 16 principals/vice principal and 6 vice principals for interview and 12 selected teachers for FGD. The collected data were analyzed using both quantitative and qualitative methods. Data gathered through questionnaire were analyzed using SPSS version 22 software by applying descriptive statistics. In addition, data collected through interview and FGD were analyzed qualitatively. The results of the study revealed that the qualifications of the majority of the school principals were found below the required standard set for the level by MoE. Moreover, the findings revealed that most of the principals were getting their position appointments by higher authorities and political acceptance. Also, the findings of the study indicated that secondary school principals mostly used interchangeably the three(democratic, autocratic and laissez faire) leadership style to influence teachers’ performance. The study concluded that low relationship between principals with staff members, lack of school facilities and resources, principals’ personality, the nature of task and lack of adequate training were the major challenges of principals under study area. The point of the recommendation is providing opportunities of training for unqualified school principals to build their professional skills and solve the challenges that hindered proper implementation of school leadership practice. Finally, it was recommended that position appointment conditions must be transparent and merit based at all level