The main objective of this study was to examine the principal power source, leadershiprnstyle and teacher commitment in government secondary schools of SNNPR: Nexus andrnchallenges in focus. A concurrent embedded mixed research design was used in this study. Arntotal of 570 research participants were selected (452 teachers, 102 school principals, 12rnsupervisors, and 4 Zone Education Heads) using stratified, purposive, and simple randomrnsampling techniques. Questionnaire, interview and document analysis were used to collect datarnfrom respondents. To analyze the data, both quantitative (frequency, percentage, mean, SD, t-rntest, Pearsonâ€˜s Coefficient Correlation, PCA, linear regression, multiple regression andrnhierarchical multiple regression,) and qualitative data analysis method (thematic analysis) werernused. The descriptive statistics results indicated that teachers were found to be more committedrnwhen school principals use information power and transactional leadership style. Besides, therndescriptive statistics indicates that affective commitment was more practiced in secondaryrnschools of SNNPR. Moreover, it was also found that teacher commitment was moderately andrnpositively linked to school principal power source and leadership style. The multiple regressionrnresults also showed that both power source and leadership style jointly explained 26.7% of thernvariance in teacher commitment. The independent t-test result also reveals that the perception ofrnteachers and school principals were found different in relation to power source, leadership stylernand teacher commitment. However, no significance difference was found between demographicvariables (gender, marital status, educational level) and principal use of power source, leadershiprnstyle and teacher commitment. On the basis of the above findings, the study concludes thatrnalthough power source and leadership style correlate positively and moderately with teacherrncommitment, the low level of normative and continuance commitment, high politicalrninterference and ineffective use of personal power and transformational leadership style affectrnthe teacher commitment in secondary schools of SNNPR. The recommendations forwardedrninclude flexibility in utilizing appropriate leadership styles and power sources; reducing politicalrnpressure and needless interference in school functions; devolution of power towards individualrnschool, inclusive decision-making, improve principalsâ€˜ and teachersâ€˜ autonomy, efficient teamrnwork and trust, improve the salary scales, incentive packages and other fringe benefits as well asrnintensive continuous professional development