CHAPTER ONE

1 .INTRODUCTION

1.1 Background of the Study

Leadership is fundamentally the process of influencing employees to work toward the

achievement of organizational objectives (Robert, 1997). It empowers group members to
collaborate synergistically toward a common goal or vision, fostering transformative change that
enhances quality of life. Koonz (2003) defines leadership as the art of influencing people so that
they willingly and enthusiastically strive for group goals.

Leadership gives meaningful direction to collective efforts, motivating members to work

together toward a shared vision. The leader acts as a catalytic force or facilitator (Antenatal,
1993). In today’s global economy, leadership has gained added significance. Warren Bennis
(1983) noted the constant change and challenges confronting various sectors, emphasizing that
successful choices stem from understanding and embodying essential leadership qualities
(Lufthansa F, 2005:567). This highlights the necessity of effective leadership for organizations to
achieve both individual and collective goals, ultimately improving employee performance in a
competitive environment.

Within organizational contexts, leadership involves influencing individual and group efforts to
maximize the achievement of organizational objectives. It centers on the human aspect of
management, underpinned by the idea that organizational effectiveness heavily relies on
motivation, effort, and ability (Agrawal, 1982). Consequently, leadership significantly impacts
employee performance, commitment, and initiative.

Different approaches or styles of leadership exist to influence people effectively. Leadership

style refers to the behavioral patterns of individuals and their methods of influencing others
(Chanadan, 1987). A leader’s approach is often shaped by their personal philosophy and the
specific situations encountered within the organization.

In educational organizations, the concept of leadership is equally vital. Educational leadership

involves enlisting and guiding the talents and energies of teachers, students, and parents to
achieve educational aims (Sergiovanni et al., 2004). School leadership encompasses the
principal's ability to employ necessary skills and behaviors to create an environment conducive
to academic and social success for teachers, students, and stakeholders.

Research indicates a positive relationship between school leadership and teacher job
performance (Sergiovanni et al., 2004). Teacher performance is defined as the effectiveness of
teachers in fulfilling their duties to achieve educational goals (Obide, 1999). It encompasses the
ability to integrate relevant inputs to enhance the teaching-learning process. Thus, the leadership
style practiced by school principals significantly influences teacher job performance and is a
critical determinant of their effectiveness.

A leader in an educational context can be any teacher who influences individuals and groups
within the school, assisting them in establishing and achieving goals (Atsanchnaharand, 2004).
Leadership embodies a relationship of influence, change, and shared purpose toward achieving a
desired future while fostering personal responsibility (Richard Daft, 2004). School leadership
behaviors emerge through interactions among teachers working toward a common goal or
engaging in mutual interests (Patricio Witherspoon, 2004). Ultimately, leadership signifies the
act of making a difference (Michael Seen, 2004).

1.2 Statement of the problem

The ministry of Ethiopia (2008) has developed a general education quality assurance package
(GEQIP). Among these package one is school leadership (administration and management
program ),which was designed to improve the quality and capacity of school principals, to
increase the student achievement and coordinating, motivating, initiating, influencing and
improving teachers job performance. Leadership influences the motivation of follower to achieve
the organizational objective, the maintenance of cooperative relationships and teamwork and
mobilization of support and cooperation from people outside the group or organization (Yolk,
1998).This tells the quality of principals leadership style in the school is main determinate of
students academic performance and teachers job performance.

According to Mark etal (2003), successful leadership is not the result simply obtaining a
position, but rather possessing the knowledge and understanding of successful leadership style
along with the personal ability to effectively implementing those styles. Hence, school leaders
need remarkable skills to provide effective leadership styles in diverse school achievement to
improve the job performance of their teachers and to boost the student achievements.
However ,according to Real (2012),elementary school principals in Ethiopia are less expressed in
using appropriate leadership style for better job performance of teacher to bring (improve )
student academic achievement. This, teachers job performance is directly related to leadership
styles principals, who motivate safety, cooperate them in committed way.

Currently, in Dessie city administration, primary school there are number of problems related to
principal leadership style that make teachers low performance in their job. Among these, absence
appropriate leadership style in the school, which results low staff coordination, commitment.
Motivation and satisfied on given task (Ware, w, 2013).

Accordingly, this study was intended to assess impact of leadership style on teacher’s job
performance in Dessie city administration, primary school. The study would attempt to answer
the following basic research questions.

1, what types of leadership style is exercises in Etegemenen, Addisfana and Dawudo.

2, How principals leadership style is related to teacher job performance.

3, what are the factors that hinder the principal to exercise the appropriate leadership style in the
school?

4, what should be done on the practice of principal’s leadership style to improve teacher’s job
performance?
1.3 Objective of the study

1.3.1 General Objective

The general objective of this study is to assess the impact of leadership style on teachers' job
performance in schools under the Dessie City Administration.

1.3.2 Specific Objectives

The study aims to achieve the following specific objectives:

 To identify the types of leadership styles exercised in Etegemenen, Addisfana, and

Dawudo primary schools.
 To examine the relationship between teachers' job performance and the principals'
leadership styles.
 To determine the factors that hinder principals from effectively exercising leadership
styles in schools.
 To recommend effective leadership styles for principals to improve teachers' job
performance.

1.4 Significance of the Study

The main purpose of the study is to assess the impact of leadership style on teachers' job
performance in Dessie City Administration primary schools. The findings are expected to have
the following significance:

 The study will provide valuable information for primary school principals to adopt
appropriate leadership styles.
 It may enhance the level and nature of interaction between teachers and principals in
primary schools.
 The study will help principals recognize the impact of their leadership styles on teachers'
job performance.
 It may serve as a reference for those interested in conducting further research in this area.
1.5 Delimitation of the Study

The challenge of utilizing appropriate leadership styles that impact teacher job performance is
prevalent across various schools within the Dessie City Administration Education Department,
particularly in primary schools. However, conducting a study across all public primary schools
proved to be unmanageable and time-consuming. Therefore, this research will focus specifically
on Etegemenen, Addisfana, and Dawudo public primary schools. Additionally, the study will
concentrate solely on the impact of leadership style on teacher job performance.

1.6 Limitations of the Study

The researcher encountered several challenges during the study. Some respondents were
reluctant to complete the questionnaires, resulting in one unreturned questionnaire. Furthermore,
time constraints due to workload and financial limitations were significant obstacles. Despite
these challenges, the researcher made various efforts to mitigate the limitations.

1.7 Operational Definition of Key Terms

 Leader: A person who influences, inspires, and initiates followers, creating a vision to
achieve a common goal.
 Leadership: The art of influencing and inspiring subordinates (followers) to perform
their duties willingly, competently, and enthusiastically to achieve organizational
objectives.
 Leadership Style: The pattern of behavior a leader adopts to influence the behavior of
their followers.
 Teacher’s Job Performance: The ability of teachers to accomplish assigned tasks
(duties) within a specified timeframe.

1.8 Organization of the Study

This study is organized into five main chapters:

1. Chapter One: Introduction, including the background of the study, statement of the
problem, objectives, significance, delimitation, limitations, definitions of key terms, and
organization of the study.
2. Chapter Two: Review of related literature.
3. Chapter Three: Research design and methodology.
4. Chapter Four: Presentation, analysis, and interpretation of the data.
5. Chapter Five: Summary of major findings, conclusions, and recommendations.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Concept of Leadership

Leadership is a critical concept that has been defined by various scholars over time. It is
fundamentally understood as the ability to influence others to willingly follow guidance or
adhere to decisions. According to Robert (1997), a leader is someone who obtains followers and
influences them in setting and achieving objectives. Leadership is described as “a process by
which members of a group are empowered to work together synergistically toward a common
goal or vision, creating change and transforming institutions to improve the quality of life.” In
this context, the leader acts as a catalytic force or facilitator, empowering others to engage in
collective action toward achieving the established goals or vision (Robins, 2001).

Koon (2003) defines leadership as “the art of influencing people so that they will strive willingly
and enthusiastically toward the achievement of group goals.” This process not only involves
influencing people but also providing an environment conducive to achieving team or
organizational objectives. Lufthansa (2005) emphasizes that a reliable indicator of true
leadership is an individual's ability to find meaning in negative events and learn from challenging
circumstances.

Kumar (2002) highlights that leadership, as a process of influencing task-related activities among
group members, has three implications: first, it must involve other people; second, it entails a
unique distribution of power; and third, leaders can influence subordinates in various ways.

To fully grasp the concept of leadership, it is important to distinguish it from management.

Leadership is one of the four core management functions—planning, organizing, leading, and
controlling. While management encompasses a broader scope than leadership, it is possible for a
manager to hold a leadership position without being an effective leader. Some managers may
lack the ability to influence others, and conversely, there are leaders who are not managers, such
as informal leaders (Robert N. Lustier, 1997).
2.2 Historical Studies on Leadership

While exploring the domain of organizational behavior, a substantial body of historical studies
on leadership helps set the foundation for both traditional and modern leadership theories
(Lufthansa R., 2005).

2.2.1 The Lewin Leadership Studies

In the late 1930s, Ronald Pact and Ralphs conducted a series of pioneering leadership studies
under the guidance of Kurt Lewin at the University of Iowa. These studies have left a lasting
impact on the field, with Kurt Lewin recognized as the father of group dynamics and a
significant contributor to cognitive theories. Lewin identified three styles of leadership:
authoritarian, democratic, and laissez-faire. The authoritarian leader was highly directive and
allowed no participation. The democratic leader encouraged group discussion and decision-
making, aiming to be part of the group and inspire its members. The laissez-faire leader allowed
complete freedom to the group (Lufthansa R., 2005).

2.2.2 The Ohio State Leadership Studies

The Ohio State University leadership studies, conducted in the late 1940s and early 1950s, were
initiated in 1945 by the Bureau of Business Research. These studies sought to identify various
dimensions of leader behavior and identified two major types: initiating structure and
consideration (Lufthansa R., 2005).

 Initiating Structure: This type of leader behavior describes the extent to which a leader
is task-oriented and directs subordinates' work and activities toward goal achievement.
 Consideration: This type of leader behavior refers to a leader who is sensitive to
subordinates, respects their ideas and feelings, and establishes mutual trust (Luthans,
2005).

2.2.3 The Early Michigan Leadership Studies

Concurrently with the Ohio State studies, researchers from the Survey Research Center at the
University of Michigan began their leadership studies to determine behavior patterns that result
in effective group performance. These studies identified two key concepts: job-centered behavior
and employee-centered behavior (Luthans, 2005).

 Job-Centered Leader Behavior: This includes paying close attention to the work of
subordinates, explaining work procedures, and being concerned about performance.
 Employee-Centered Leader Behavior: This involves developing a cohesive work group
and ensuring that subordinates are fundamentally satisfied with their jobs (Luthans, 2005

2.3 Theories of leadership

Since the beginning of civilization there have been major concerns among researcher to develop
conceptual framework for thinking about leader behavior systematically. There is still no
university applicable theory of leadership because of the changing character of society and the
nature of leadership itself. There are various approaches or theories of leadership (Reamasamy,
1999).

2.3.1 Trait theory

The trait approach is the traditional approach and was dominated for several decades. This theory
has been described leadership interims of personal trait and special characteristics of leaders.
These traits are not acquired, but are inherited personal quality. This theory emphasize that
leaders are born and not made. According Chanadan (1987, 217), this theory proposes that
leadership is a function of inborn traits. Some of these traits include intelligence, understanding
perception, and high motivation. Social and economic status maturity and self actualization etc.
The existence of those traits became a measure of leadership behavior influenced by certain
quality of leaders or persons. Trait theories focus on the born quality of Individual. But, the
inborn quality has practically proved. This is the case that this theory suffers weakness.

2.3.2 The behavioral theory

As interest in trait theory declined researcher focused their attention on the leader’s action rather
than on his /her qualities. In behavioral theory conceptual definition of leadership had been
specified to refer the exercise of leader behavior or what they do the leaders effectiveness is
judge by individual subordinate out cones (Reamasamy, 1999).
According to Chanadan (1987), leadership behavior defined along employee centered dimension
and production centered both complementing each other. Effective leadership is the result of
effective role behavior. It focuses on leadership style rather than quality of person.

2.3.3 Contingency Theory

Contingency theory is leader mach approach, which means it tries mach leaders to appropriate
situation. It is called situational because it suggests that a leaders effectiveness depends on how
will the leader style fit the context (Northouse, 2007).It focuses on particular variables related to
the environment that May determine which particular or style of leadership best suited for the
Situation. According to this theory there is no one leadership style is best in all Situation.
Contingency theory is concerned with style and situation, which provide framework for
effectively matching the leader and situation. According to Northouse (2007, 92), situational
theory leadership is best understand when use separate leadership model into two part leadership
style developmental level of subordinate.

2.4. Leadership style

Leadership style consists of the behavioral pattern of a person who attempts to influence other. It
includes both directive/task/and supportive/relationship/behavior. As Chanadan (1987),
leadership style can be can be classified according to the philosophy of leadership what and how
will he/she leads.

2.4.1 Autocratic Leadership Style

Autocratic leadership style keeps the decision making authority and control in their hands and
assumes full responsibility for all action. This type of leadership also known as authoritarian or
Work oriented leadership. According to Kumar (2001), this leadership style is appropriate in the
following situation where the subordinate lack knowledge of organizational goal, less
experienced follower and unstructured task.

2.4.2 Democratic Leadership Style

In this leadership style, subordinates are consulted, and their feedback is incorporated into the
decision-making process. Group members are encouraged to demonstrate initiative, creativity,
and take an active interest in setting plans. According to Kinard, workers and democratic leaders
feel comfortable discussing work-related matters with their managers. This style is appropriate
when followers are willing, able, and understand their tasks. It is particularly needed in dynamic
and rapidly changing environments where little can be taken as constant. By facilitating
conversation, encouraging the sharing of ideas, and synthesizing the available information, the
best possible decisions are made.

2.4.3 Laissez-Faire Leadership Style

In this leadership style, the leader acts as a figurehead and does not give explicit directions,
leading to minimal intervention. This type of leadership can produce quick and goal-oriented
results if subordinates are highly educated and intelligent since they work without leadership
intervention. However, Agrawal (1993) noted that in such settings, group members often have
low morale and motivation, resulting in low productivity and interest in work.

2.5 School Leadership

Schools are unique organizations focused on aligning different people towards common values
through continuous teaching and learning, which demands creative, intelligent, and effective
administrative leadership (Ayalew, 1991, p. 11). The success of a school depends on effective
administrative procedures, which heavily rely on leadership (Mussaiz, 1982, p. 54).
Characteristics to be considered in school leadership include size, flexibility, and stability.

2.5.1 Transformational Principal Leadership Style

According to John (1983), transformational principal leadership involves creating,

communicating, and modeling a unified vision to inspire staff to strive for that vision.
Transformational leaders discuss the current state of affairs regarding student achievement and
focus on bringing positive change to the school.

2.5.2 Transactional Principal Leadership Style

In this leadership style, the principal starts meetings by explaining the current state of affairs and
insists on improvements based on data. Transactional principals offer incentives to teachers who
show improvement. Effective school leadership involves using both transformational and
transactional leadership styles.
2.6 Teachers' Job Performance

Teachers' job performance is defined by the duties performed by a teacher at a particular time in
the school system to achieve organizational goals (Obilade, 1999). It involves combining
relevant inputs to enhance the teaching and learning process. The leadership style of the principal
determines teachers' job performance (Obilade, 1999). Inappropriate leadership styles result in
dissatisfaction, demotivation, and lack of commitment among teachers. Therefore, leadership is
crucial in coordinating teachers' tasks, enhancing their capabilities, influencing, supporting, and
ensuring job satisfaction.

2.7 Principal Leadership Behavior and Their Effect on Teacher Job

Performance

Schools leaders exhibit different behaviors across three dimensions: restrictive, directive, and
supportive (Adame Tessera et al., 2002).

 Restrictive Behavior: This behavior hinders rather than facilitates teachers' work by
burdening them with paperwork, committee requirements, and routine duties that
interfere with teaching responsibilities.
 Directive Behavior: Characterized by rigidity and close supervision, directive behavior
involves principals maintaining constant control over teachers and school activities down
to the smallest unit.
 Supportive Behavior: Reflects a basic concern for teachers, where principals listen to
and consider teachers' suggestions, provide genuine praise, handle criticism
constructively, respect professional competence, and show both personal and professional
interest in each teacher.

2.8 Factors Affecting Leadership Style

According to Mosley et al. (1993), three main factors influence the choice of leadership styles:
the manager’s philosophy, the follower's maturity level, and the situation faced by the manager.
  Manager’s Management Philosophy: A manager's assumptions about the nature of
people shape their management philosophy, consciously or unconsciously influencing
their style of working with people (Mosley et al., 1993).
 Follower’s Maturity Level: Defined as a person's drive and need for achievement, it is a
product of experience, education, attitudes, and the willingness and ability to accept
responsibility. These maturity levels should be considered in relation to specific tasks
(Mosley et al., 1993).
 Situation Faced by Manager: The specific situation significantly impacts the manager's
leadership style. Effective school leadership involves addressing complex demands,
initiating social relationships, and creating mutual influence between leaders and
followers.

2.9 Enhancing Principal Leadership Style to Improve Teacher Job

Performance

Principals can increase teacher job performance and retention rates by fostering positive
relationships within the school. This involves empowering others to make significant decisions,
providing instructional guidance, developing and implementing strategic and school
improvement plans, building and sustaining a school vision, leading learning communities,
monitoring curriculum and instruction, and playing a role in maintaining discipline. Effective
leadership also includes developing a system of consequences for misbehavior that aligns with
school district policies, which may include detentions and suspensions.
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design

The main purpose of this study was to assess the impact of leadership styles on teacher job
performance in the case of Etegemenen, Addisfana, and Dawudo primary schools. To achieve
the research objective, a descriptive survey method was employed. This method helps the
researcher assess the current practice of principal leadership styles related to improving,
motivating, coordinating, and initiating teachers to enhance job performance. It also allows the
researcher to draw conclusions and provide possible recommendations.

3.2 Source of Data

This study used both primary and secondary sources of data. The primary source includes
principals and teachers from the selected primary schools. Secondary source data was collected
from school guidelines.

3.3 Population, Sample, and Sampling Techniques

In the Dessie City Administration Education Department, there are 27 public full-cycle primary
schools. The researcher selected Etegemenen, Addisfana, and Dawudo primary schools using
simple random sampling techniques, providing equal opportunity for all schools. In Etegemenen
primary school, there are 3 principals and 51 teachers; in Addisfana primary school, there are 3
principals and 48 teachers; and in Dawudo primary school, there are 3 principals and 46 teachers.
A comprehensive sampling technique was used to select all 3 (100%) principals from each
school, as principals provide relevant details about leadership styles. Additionally, 18 (30%) of
teachers from Etegemenen primary school, 15 (30%) of teachers from Addisfana primary school,
and 15 (30%) of teachers from Dawudo primary school were selected using simple random
sampling. The study's population, sample size, and sampling techniques are detailed in the table
below.

3.4 Data Collection Instruments

In this study, the primary data collection instruments employed were questionnaires and
interviews. The questionnaire was the main research instrument due to its ability to efficiently
collect large amounts of data from numerous respondents within a short period. To minimize
language barriers and ensure clarity, both closed-ended and open-ended items were initially
developed in English and subsequently translated into Amharic. These questionnaires were
distributed to teachers. Structured interviews were also prepared in Amharic and conducted with
school principals to gather in-depth insights.

3.5 Data Collection Procedure

To obtain relevant data and address the research questions, the researcher followed a systematic
data-gathering procedure:

1. Ethical Clearance: The researcher first received a letter of authorization from the
department to ensure ethical compliance.
2. Instrument Preparation: Questionnaires and interview questions were prepared.
3. Introduction and Consent: The researcher introduced themselves to the respondents and
sought their willingness to complete the questionnaire.
4. Study Objectives Explanation: The study's objectives were clearly explained to
respondents to prevent any misinterpretation or distortion of information.
5. Distribution and Collection: Questionnaires were distributed to the respondents and
later collected after completion.

3.6 Methods of Data Analysis

Upon collecting the relevant data, both quantitative and qualitative data analysis methods were
employed:
 Quantitative Analysis: Data from closed-ended questions were organized into tables and
analyzed using percentages.
 Qualitative Analysis: Data collected through structured interviews and open-ended
questionnaire items were analyzed qualitatively by summarizing statements, words,
narrations, and descriptions. Based on the findings from the analysis, conclusions were
drawn, and recommendations were made.