Abstract:
The purpose of this study was to investigate the relationship between principals’ leadership
behavior and teachers’ job satisfaction in Secondary schools of West Wollega Zone. In order to
meet the objectives of the study co relational research design was employed. Twelve secondary
schools were selected through simple random sampling technique as a sample of the study. From
these secondary schools 215 teachers and 90 secondary school leaders were selected using
simple random sampling method. Data were collected through questionnaires and document
review. Data obtained through questionnaires were analyzed using descriptive statistics mean,
standard deviation, Pearson’s correlation coefficient and regression analysis. Document review
was considered to complement the questionnaires in narrative form. The study identified that
achievement oriented leadership behavior was mainly practiced in secondary schools of West
Wollega Zone compared to each other. In addition, directive leadership behavior was practice in
the second place, supportive leadership behavior practiced in the third place and participative
leadership was practiced in the fourth place. Teachers were satisfied in their job. The study
found that statistically significant positive relationship exists between principals’ leadership
behavior and teachers’ job satisfaction.However, Principals’ leadership behavior has significant
effect on teachers’ job satisfaction. Depending on these conclusions the researcher recommends
that West Wollega Zone Education Office have to understand which leadership behavior school
principals apply in schools by paying particular attention to the specific situation. School
principals should endeavor to adopt leadership behaviors that will create an enabling
environment for teacher job satisfaction
