Principals Leadership Style, Teachers Job Satisfaction and School Effectiveness in Secondary Schools of Metkel Zone

Abstract

The purpose of this study was to assess the practice of principal leadership style (independent variables), and school effectiveness (dependent variable) when, principals leadership style were moderated by teachers’ job satisfaction (moderating variable) in secondary schools of Metekel Zone. In order to achieve the objective of this study both quantitative and qualitative research method were employed. In the quantitative phase, the data collection was done by means of self-constructed structured questionnaire and document analysis that focused on dimensions of dominant leadership styles and to determine the level of teachers job satisfaction. In the qualitative, semi structure interviews was employed to principals’ leadership style and school effectiveness. A descriptive survey research design model was applied to the study. The data were analysed by using both descriptive and inferential statics. The target population of this study were all the 312 teachers and principals in all the 18 secondary schools in Metekel Zone. The study used the whole 18 principals purposely and 156(50%) teachers using simple random sampling techniques. In the second phase, namely qualitative phase, interviews were conducted with a sample of 4 cluster supervisors 4 teachers and 5 principals, who were randomly selected form the larger sample. Before the actual data collection, piloting of questionnaires was done in two secondary schools of Metekel Zone. The findings indicated that the dominant leadership style currently in practice by Metekel Zone Secondary schools was transactional leadership. Laissez-fair leadership style was emerged as the least preferred leadership style in the area under study. On teachers’ job satisfaction the working relationship, administration and supervision are relatively good. However the teachers were not happy with working condition, salary and benefits. Regarding to school effectiveness the majority of secondary schools were ineffective with resources’ utilization, community involvement, school safety measures and students’ academic performance. Overall, the relationship between principals leadership style, teachers job satisfaction and school effectiveness the results of principals’ leadership styles and teachers’ job satisfaction play a big role in determining school effectiveness. The results showed that the majority of the secondary schools were adopted the transactional leadership style, and each of its dimensions link with teacher’s job satisfaction enhanced school effectiveness in Metekel Zone secondary schools. Finally, it is recommended that principals should adopt a mix of transformational leadership and transactional leadership styles to maximize teachers‟ job satisfaction and improve school effectiveness in the study area