Implications of the Principals' Leadership Behavior on Teachers' Morale in High Schools in Ethiopia

Abstract

Purpose: This study sought to investigate how principal leadership behavior affected teachers' motivation in Ethiopia. 
 Methodology: The study used a descriptive survey design with 2,696 teachers and all 249 principals from the 249 public secondary schools in Addis Ababa as its target population. 25 schools, including boys' boarding, girls' boarding, mixed day, mixed day and boarding, and mixed boarding schools, were chosen using stratified sampling. To take part in the study, all 25 of the principals from the sampled schools were specifically chosen. 270 instructors were chosen at random to participate in the survey, for a total of 295 respondents. The study employed questionnaires as the main tool for data collection. Before data collection, a pilot study was conducted in two schools from Addis Ababa to pre- test the instruments. 
 Results: The survey found that the majority of Addis Ababa's teachers used democratic and laissez-faire methods. However, a sizeable percentage of the instructors said that the principals exhibited autocratic leadership, which is disheartening. This is because principals stifled teachers' opinions and they felt excluded from participation in decision-making at the school. Additionally, the survey discovered that democratic leadership was most frequently favored by teachers, followed by laissez-faire and authoritarian leadership. 
 Conclusion: The study comes to the conclusion on that hat the principal’s activities show how his or her leadership style. Therefore, strong administrative leadership would result in a fan a favorable work atmosphere,, enhanced instructional goals and successful school initiatives
 Recommendation: According to the study, in order to lead effectively, a school's principal must use a variety of leadership techniques depending on the environment and circumstances present. The Ministry of Education is advised to schedule routine school inspections in order to track principals' use of leadership techniques that may increase high levels of teacher motivation.