Leadership Behavior Of Principals And Its Implications On Teachers Job Performance In Secondary Schools Of North Shoa Zone Of Oromia National Regional State Ethiopia.

The aim of the study was to examine the Leadership behaviors of principals and its implicationsrnon teacher’s job performance in secondary schools, in North Shoa Zone. The method employedrnin the study was a descriptive survey. Out of 45 secondary schools, 6 secondary schools werernselected through Simple random sampling technique by lottery method because all secondaryrnschools are opened before 2000 E.C. Questionnaire and interview were used to collect data fromrn5 supervisors and, they were selected using purposive sampling techniques and 161 teachersrnwere selected using simple random sampling techniques by lottery method from sample schoolsrnin the Zone. The data were analyzed with both qualitative and quantitative statistics usingrnfrequency, percentages, mean scores, standard deviations, and correlation. The findingsrnindicated that leadership behavior currently in practice by secondary school principals of NorthrnShoa Zone were least directive and participative leadership. Alternative- oriented and supportivernleadership behavior emerged as the least preferred leadership behavior in the area under study.rnTeachers’ job performance was also found to be at a low level in the schools. From the findings,rnit was recommended that school principals should use both supportive and participativernbehavior of leadership in their school administration in order to enhance better job performancernamong teachers. The use of the Alternative- oriented and directive leadership behavior should berndiscouraged among school principals as it could not bring a better job performance amongrnteachers. According to the respondent’s response, directive and participative leadershiprnbehaviors were the least practiced behaviors. There was no significant difference between thernresponses of two groups. The result of the level of teachers' job performance showed that the jobrnperformance level of teachers was at low level. There is significant and positive relationshiprnbetween participative and supportive leadership behaviors and teachers’ job performance

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