Leadership Style and Employee Commitment in Elementary School at Estie Woreda

Eyasu mulat

dc.contributor.author	Eyasu mulat
dc.date.accessioned	2020-11-02T08:13:16Z
dc.date.available	2020-11-02T08:13:16Z
dc.date.issued	2020-10
dc.identifier.uri	http://hdl.handle.net/123456789/11491
dc.description.abstract	The purpose of this study was to the exploring leadership styles, and employee commitment of elementary schools in Estie Woreda. The study was conducted in eight elementary schools found in the Woreda which was selected by purposive sampling technique. 106 teachers from the sample schools were selected by simple random sampling method. Questionnaire was the main instrument of data collection from teachers. The dependent variables of teachers’ commitment was explore by three component model of employee commitment (affective, normative and continuance), and the independent variables of leadership styles questions (transformational, transactional and laissezfair) were used to measure the perception of respondents. It was study that used the quantitative methods of research. Frequency, percentage and mean were utilized to analyze the demographic characteristics of the respondents. In addition to this, it adopted a correlation survey research design that helped in establishing the relationship between dependent and independent variables. The relationship between the two variables was investigated by using Pearson product moment Correlation Co-efficient in order to determine the strength of their relationship and the coefficients of determination existing between them. Regression analysis also used to see the effect of leadership styles on teachers’ organizational commitment. The results showed that, Affective and continuance commitment is most prevalent in elementary schools; transformational leadership style is most preferred by teachers; Laissez-faire style has inverse relation on employee Commitment, but transformational showed positive relation with Affective and continuance Commitment, while transactional leadership showed positive significant on continuance commitment and weak significant relationship with normative Commitment. However, both transformational and transactional showed positive significant relation with Affective and Continuance commitment of teachers; but Laissez-faire had no significant relation on Affective and Continuance, and negative relation on normative commitment. Findings of this study revealed that transformational, transactional and laissez-faire leadership styles do play roles in determining the levels of teacher’s commitment. Leaders should consider in matching all leadership styles based on the situation of their teachers.	en_US
dc.language.iso	en	en_US
dc.subject	Management	en_US
dc.title	Leadership Style and Employee Commitment in Elementary School at Estie Woreda	en_US
dc.type	Thesis	en_US