Abstract:
The study was aimed at investigating the relationship between school leadership styles and
teachers’ performance in primary schools of Bonke Woreda of Gamo Zone. To accomplish this
purpose, the study was employed a descriptive correlational survey design to a quantitative
research method. It carried out in ten randomly selected primary schools of Bonke Woreda. Simple
random sampling technique were used to select 149 respondents composed of 10 primary school
principals, 15 departments heads, 10 vice principals, 109 primary school teachers and 5 primary
school supervisors. Purposive sampling method was used to select small sample directly and
lottery methods were employed to select respondents’ from large sample size. Five-point likert
scale type questionnaire was the main instruments of data collection. The questionnaires on`
decision-making and delegation of duties were used to describe the effect of school leadership
styles. While performance indicators such as, lesson plan, assessing students and involve in co
curricular activities were to determine the teachers performance with in the schools. The Pearson
Correlation was used as methods of analyses to draw conclusion and recommendations.
Accordingly 78(36%) was found to be autocratic leadership style, 60(30.3%) was democratic and
15(7.6%) was lairizes-faire whilst only 16(8.1%) was combination of the three. Majority of school
leaders carried out their leadership role effectively to enhance teachers’ performance. Autocratic
leadership style was negatively correlated with teachers’ performance. Democratic leadership
style was positively correlated with teachers’ performance and Laiszses-faire leadership style was
negatively correlated with teachers’ performance. Therefore, it is concluded that school leaders
should practice mixed leadership type there is good leadership style which favors the teachers
performance hence; a study recommended that democratic leadership style was better to enhance
teachers’ job performance among the three it increases the active participation of teachers and
other concerned bodies. Therefore school leaders must be practice democratic leadership style to
enhance teachers’ performance. .
