The Influence Of Principals Leadership Style On Teachers Performance In Secondary Schools Of East Wollega Zone

The objective of this study was to assess the influence of the principals’ leadership styles onrnthe teachers’ performance in East Wollega Zone selected secondary schools. In this study arndescriptive survey design was used. Among the 17 Weredas found in the Zone, 6 were selectedrnpurposively. From 18 secondary schools found in the woredas 6 schools were taken asrnsample; by using simple random sampling. The sample teachers 138 were selected by usingrnStratified random sampling technique. Additionally, 6 secondary school supervisors, 6 schoolrnprincipals and 7 vice principals were selected by available sampling technique. Therninstruments of data collection were questionnaires, semi structured interview, and documentrnanalysis. The data were analyzed by using frequency, percentages, mean and standardrndeviation. The data gathered from interviews and documents were analyzed qualitativelyrnthrough narration for the purpose of triangulation. The findings of the study indicated thatrnsecondary school leaders mostly used mixed leadership style to influence teachers’rnperformance. They also had low involvement of teachers in decision making on school issues.rnAs the finding of the study revealed, the proper delegation of authority and responsibility tornteachers makes teachers to inculcate a sense of responsibility. Furthermore, there was nornconcerned body to evaluate the impact of continuous professional development and giverntimely feedback positively and negatively In general, as the finding of the study revealedrnsecondary school leaders of East Wollega zone were not effective in the involvement ofrnteachers’ in decision making and development of teachers’ professional. Therefore, it isrnrecommended that Woreda education Offices in collaboration with Zone EducationrnDepartment and Regional Education Bureau should give sustainable technical assistancernincluding training for school leaders. Woreda education offices and school leaders givernattention and timely feedback on continuous professional development to enhance teachers’rnperformance. Finally, the REB is advised to promote and sustain the upgrading trainingrnsystem of secondary school leaders to capacitate them with adequate technical andrnadministrative skills and give value to CPD in teachers’ career structure.

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