Principal Leadership Behaviors and Teachers’ Job Satisfaction in Secondary Schools of West Wollega Zone

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