Abstract:
The purpose of this study was to assess the relationship between teachers’ empowerment
in educational leadership with their commitment in general secondary school of east wollega
zone, Oromia Regional state. To be successful in the study four basic questions were raised. The
research questions were emphasized the extent to which the Teacher empowerment in
educational leadership and its relationship with teaching and learning was being implemented in
public secondary schools of the zone. Mixed method that is both quantitative and qualitative
employed. Accordingly, the total of 59 public secondary schools of East Wollega. From
seventeen wore as four wore as (Guto Gida,Jima Arjo,Diga and LekaDulecha) were selected. A
total of 118 individuals were participated in the study. Among these 98 teachers were included
as a sample through simple random sampling technique especially lottery method. Additionally,
10 secondary school principals, 10 Teacher associations were included through purposive
sampling technique. Questionnaire, document analysis and interview were the main instrument
of data collection Interview was utilized to substantiate the data collected through the
questionnaire the analysis of the quantitative data was carried out by using percent, mean and
standard deviation. Data obtained through open ended questions, and interview was
qualitatively analyzed. Mean standard deviation and T-value, P-value was employed to analysis
quantitative data. The findings of this study showed significant relationships between the teacher
empowerment in educational leadership and its relationship with their commitment. The data
showed statistical significant between the teacher empowerment in educational leadership and
commitment in teaching and learning in the study. Significance between the domains of the
teacher empowerment in educational leadership and commitment in teaching and learning in the
study showed no statistical significance in this study. This is because teachers will be freely
involved to participate and make decisions regarding the learning and teaching of the students.
Based upon the data, can be concluded that specific principal skills related to the domains that
have an influence on teacher empowerment to improve commitment to teaching and learning.
Finally, some of the recommendations forwarded are School leaders are advised to use the
teacher empowerment in school leadership and give attention to the teacher empowerment in
order to adequately enhance better teaching and future research should also focus on how
school administration and leadership practices in secondary schools could be improved.
