Principals’ Leadership behavior and Teachers’ job Satisfaction in Government Secondary School of kaffa zone

Abstract

The purpose of this study was to examine the relationship between leadership behavior of the principals and teachers' job satisfaction in kaffa zone government secondary school. 335 participants (male= 217 and female =118) were selected from 11 government secondary schools of Kafa zone. Purposive sampling based on long experience and simple random sampling techniques were employed to select the samples from the target population. Researcher constructed questionnaire was the main data collection technique descriptive statistics and multiple linear regression with the help of SPSS20 software were used to analyze the data. The major findings of the study indicated that the leader ship behaviors namely accountability leadership behavior, lawfulness leadership behavior, ethical leadership behavior, political loyal leadership behavior,)and network governance leadership behavior were practicing in kafa zone government secondary schools; The level of job satisfaction of teachers at government secondary school of Kafa Zone was at satisfactory level; There was significant positive relationships exist between principals’ accountability leadership behavior (r=0.124, p<0.05),, lawfulness leadership behavior (r=0.297, p<0.05), ethical leadership behavior (r=0.745, p<0.05), political loyal leadership behavior (r=0.780, p<0.05) and network governance leadership behavior (r=0.461, p<0.05) with job satisfaction of teachers at government secondary school of Kaffa Zone; the finding also disclose that 78.3% of variation in teachers’ job satisfaction was due to variations in government secondary school principals’ leadership behavior in kafa zone. We concluded that teachers’ job satisfaction was directly related to the leadership behavior employed by their principals, and the principals in government secondary school of kafa zone were exercising accountability, lawfulness, ethical, political loyal, and network governance leadership behaviors which enhances satisfactory level of teachers’ job satisfaction. It recommended that school leader should pay more attention on the leadership behaviors namely accountability, lawfulness, ethical, political loyal, and network governance leadership behaviors. Moreover, as all these leadership behaviors account for only 78.3% variations in teachers’ job satisfaction, other researchers should extend the factors and conduct research on what account for the remaining 21.% of variations in teachers job satisfaction.