Abstract:
purpose of the study is to investigate the relationship between supervisor’s behavior and teacher’s motivation in secondary schools of Ilu Aba Bora zone. Seven secondary schools in the zone were selected through malty-stage cluster sampling technique. The study employed descriptive survey method and used mixed method so as to benefit from the strong sides of both quantitative and qualitative approaches. It further used secondary school teachers, (systematic sample technique) principals; vice-principals and internal supervisors or department heads were selected through availability sampling technique as sources of data. 113 teachers and 21 school leaders (principals, vice-principals and department heads) were participated from the sampled schools. Accordingly, questionnaires and interviews were employed to collect data from these potential sources of data. The quantitative data (data collected from teachers using questionnaire) were analyzed using both descriptive and pearson correlation statistics whereas the qualitative data (data collected from the principals and vice-principals using interview) were analyzed first by describing them in detail using respondents words, categorizing them in to themes and finally examined using pertinent words. Moreover, data collected from above-mentioned sources were all together increase the validity of the research findings. The result of this study showed that, the relationship between supervisor’s behavior and teacher’s motivation in secondary schools of Ilu Aba Bora zone is not to the desired level; from the correlation analysis result, the study further shown that, the relation of supervisor’s behavior and teacher’s motivation statistically significant relation existed between them. Thus supervisors of the study area are likely to have job relationships characterized by mutual trust, respect for subordinates ‘ideas, and consideration of their feelings, but they neglected active role in directing group activities through planning, communicating information, scheduling supervision session, trying out new ideas to define, structure their roles to those of subordinates toward goal attainment. Not only these supervisors of the study area have lack of budget allocation to motivate teachers, insufficient training and experience as well as lack of merit system in assigning (selecting supervisors) are some bottlenecked for cluster school supervisors. Finally the researcher recommended that the school supervisor must balance both considerate behavior and initiated structures in order to success made on work, must have to get annual budget allocation from government side to motivate teachers. Governments should trained supervisors and fill the sets standards of education status which match the right person (those MA) holders with school leader.
