The Relationship Between Principals Leadership Style And Teachers Job Satisfaction In International Community School (ics Addis)

The main purpose of this research was to investigate the relationship between three leadership stylesrn(transformational, transactional and laissez-faire) used by the managers of the school and jobrnsatisfaction (as measured in pay, promotion, supervision, fringe benefits, contingent rewards, workingrnconditions, coworkers, nature of work and communication) of teachers. To this end, basic questionsrnaddressing the issues related to the type of leadership style practiced at ICS Addis. The study employed arndescriptive survey method. The research methods used in the study were quantitative and qualitativernapproaches. Target population was teaching staff and Administrative staff of ICS Addis. Data wererncollected using a modified form of Multifactor leadership questionnaire and Job satisfaction survey (JSS),rnData were analyzed using frequencies and percentages and correlation. The findings of the researchrnindicated that both Transformational and Transactional leadership style were practiced simultaneously inrnthe school. The dominant leadership style is Laissez-faire. The data clearly indicates that therntransactional leadership style was the most often used and laissez-leadership style follows. Hence, onerncan reach to the conclusion that the dominant leadership style was transactional style (Management byrnexception-active). The leaders of the school were not effective transformational leaders as such, since thernmean score of all the dimensions of transformational leadership style is less than the expected level ofrneffectiveness of leadership. The findings from this research indicate that contingent was not employed inrnthe school. In general, it can be seen that the school’s leaders emphasized management by exception bothrnactive and passive, and laissez-faire leadership style. Hence they were more transactional leaders andrnthey incline to leaving the teachers to work by themselves. Though it is agreed that there arerncircumstances where laissez-faire leadership style is required, in cases where there are many peoplernreporting to one, it should not be emphasized in schools where close follow up is required

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