This study examined leadership practices and their effects on teachers’ performance in secondary schools in Kaffa Zone. The main purpose of the study was to assess how school leadership influences teachers’ motivation, professional commitment, and instructional effectiveness. To achieve this objective, the study employed a mixed research approach, with a particular focus on a descriptive survey design. This approach enabled the researcher to collect both quantitative and qualitative data and to analyze the relationships between leadership practices and teacher performance in a comprehensive manner. The target population of the study included secondary school teachers, school principals, supervisors, Parent-Teacher-Student Association members, Teacher Development Program experts, and student council representatives. A total sample of 158 respondents was selected using random sampling techniques to ensure representativeness, while purposive sampling was applied to identify key informants who possessed relevant experience and knowledge. Data were collected through structured questionnaires and semi-structured interviews, which allowed participants to express their views and experiences regarding leadership practices in their schools. Quantitative data were analyzed using statistical tools such as percentages, frequencies, Pearson correlation, Analysis of Variance (ANOVA), and coefficient analysis to determine the strength and significance of relationships between key variables. Qualitative data obtained from interviews were thematically analyzed to complement and enrich the quantitative findings. The results of the study revealed that several challenges hinder effective school leadership in Kaffa Zone. These included limited autonomy, insufficient professional training, and inadequate educational resources. In addition, weak community engagement and ineffective conflict resolution strategies negatively affected staff morale and school culture. Furthermore, dissatisfaction with leadership training, limited institutional support, and bureaucratic interference weakened leaders’ capacity to effectively support teachers’ professional development. Based on these findings, the study recommends that secondary schools in Kaffa Zone strengthen collaboration with woreda and zonal education offices to enhance professional growth opportunities. It also emphasizes the importance of involving stakeholders in school activities to create a supportive educational environment that promotes staff motivation, improved performance, and overall school success.
Belay et al. (2026) studied this question.