Nexus between Principals’ Leadership Styles and Teachers’ Motivation in Secondary School: Case Study of Western Arsi Zone, Oromia Regional State, Ethiopia

ABSTRACT : The aim of this paper was to examine the relationship between school principals’ leadership styles and teachers’ motivation using qualitative and quantitative data collected through a Multifactor Leadership Questionnaire (MLQ) from 193 respondents. Data were also collected through Focus Group Discussions (FGDs) and analyzed using descriptive statistics, Pearson’s correlation, and linear regression. The study found that school principals predominantly exhibited a transactional leadership style. Furthermore, significant relationships between principal leadership styles and teacher motivation were identified. Transformational, transactional, and passive/avoidant leadership styles correlated with teacher motivation at varying degrees, showing significant correlations with both intrinsic and extrinsic motivation. Thus, principals’ leadership styles have a substantial impact on teacher motivation and effort, suggesting that stakeholders should focus on the specific leadership styles practiced in the education sector to maximize teacher performance.

KEYWORDS: Leadership Styles, Teachers Motivation, West Arsi Zone, Ethiopia