The effect of principals’ leadership styles on teachers’ job motivation in public secondary schools of Amhara regional state, Ethiopia

Abstract

The purpose of this study was to examine the effects of principals’ leadership styles (directive, supportive, participative, and achievement-oriented) on teachers’ job motivation in public secondary schools. A mixed-methods explanatory sequential design was employed. Data for this study was collected from five public secondary schools in Fogera Woreda. To select the participant of study, simple random sampling techniques were employed to get a total of 140 teachers, and comprehensive sampling techniques was used to select 6 principals. Five-point Likert scale questionnaires were employed to get quantitative data from teachers. Qualitative data were collected from principal and vice principal by using semi-structured interview. The quantitative data were analyzed using descriptive statistics including mean, standard deviation, and percentage, followed by inferential statistics including Pearson correlation and regression analysis techniques. Whereas the qualitative data were analyzed thematically using narration technique. Principals in Fogera Woreda demonstrate generally high levels of leadership, which positively correlates with teachers’ job motivation. Achievement oriented leadership shows the strongest link to motivation, while directive leadership has the weakest. A combination of leadership styles significantly predicts teacher motivation, with achievement-oriented and participative styles being the most influential. Consequently, principals’ leadership styles have a significant impact on teacher motivation in secondary schools. Education stakeholders should prioritize supporting effective school leadership to enhance educational quality.