Assessment of principals transformational-transactional leadership behavior and teachers motivation in Secondary schools

sushanta kumar roul


This study was designed to investigate the assessment of principals’ transformational-transactional leadership behavior and teachers’ motivation in East Gojjam zone secondary schools in Ethiopia. Accordingly, five research objectives were formulated to guide the study. The study was designed to descriptive survey method. The population of this study was teachers of secondary schools in East Gojjam Zone in Ethiopia. Sample selected from the population by comprehensive sampling technique. The sample for the study consisted of 110 respondents of which all teachers were from the secondary schools. Data were gathered through closed ended questions. The preparatory school principals were assessed by their teachers using the multi-factor leadership questionnaire (MLQ) developed by Bass and Avolio (1999) to determine their leadership style, teachers preference of leadership behavior  and to determine  the elements of transactional and transformational leadership. And the researcher also used teachers work motivation questionnaire (TMQ) to determine the motivation level of teachers developed by him. Later on, for the analysis and interpretation of quantitative data mean, standard deviation, paired sample t-test, one-sample t-test and Pearson’s product movement correlation coefficient was used. The major findings of the study were: Principals in secondary schools were frequently practiced transformational leadership   behavior than transactional leadership behavior. Teachers in secondary schools are preferred transformational leadership behavior than transactional leadership behavior by their principals. Principals did not motivate teachers by their transformational leadership behavior as their teachers expected, but principals mostly exhibited inspirational motivation and idealized influence leadership behavior in their schools. Teachers were motivated intrinsically than extrinsically in secondary schools and it indicate that teachers motivation level were moderate. Inspirational motivation of leadership behavior was up a head as having a more significant relationship with teachers’ motivation and active principal leadership behavior and teachers motivation indicate that there was no significant relationship between the two variables. From this we can conclude that principals should use transformational leadership as a source of motivation than transactional leadership.


Transformational, Transactional, Leadership, Motivation, Secondary schools

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