This study intended to assess the principalsâ€™ leadership styles and teacher performance in rnsecondary schools of East Hararghe Zone. The design chosen for the study was descriptive survey rndesign whereas the method employed was mixed methods. To carry out the study, the sampling rntechniques used were simple random, purposive and stratified sampling techniques. Data for the rnstudy were gathered through questionnaire, interview and FGD. Both Primary and secondary rnsources data were used. The primary sources data include 213 teachers for questionnaire, 16 rnprincipals and 10 department heads for interview and 12 selected teachers with FGD. The rncollected data were analyzed using both quantitative and qualitative methods of data analysis. rnData gathered through questionnaires were analyzed using SPSS version 20 software by applying rndescriptive and inferential statistics. In addition, data collected through interview and FGD were rnanalyzed qualitatively. The results of the study revealed that majority school principalsâ€™ rnqualifications were found below the required standard set for the level under the study. Moreover, rnthe findings revealed that most of the principals were getting their position appointments by higher rnauthorities and political acceptance. Also the findings of the study indicated that secondary school rnprincipals mostly used mixed leadership style to influence teachersâ€™ performance. The study rnconcluded that low relationship between principals with staff members, lack of school facilities rnand resource, principalsâ€™ personality, the nature of task and lack of adequate training were the rnmajor challenges of principals under study area. The point of the recommendation is providing rnopportunities of training for unqualified school principals to build their professional skills and rnsolve the challenges that hindered proper implementation of school leadership practice. Finally, it rnwas recommended that position appointment conditions must be transparent.