Effects of Leadership Practices on School Improvement Through Mediating Role of Teachers’ Job Satisfaction

Abstract

This study examined the effects of leadership practices on school improvement and investigated mediating role of job satisfaction of teachers between leadership practices and school improvement. Participants of the study were 345 teachers from Kembata and Halaba zones of central Ethiopia. This study implemented quantitative approach to assess the relationship among variables. PLS-SEM was employed to measure direct and indirect effects. The finding revealed existence of significant and positive relationship between leadership practices, and school improvement. The finding also revealed that significant and positive relationship between leadership practices, and teachers’ job satisfaction; and significant and positive relationship between teachers’ job satisfaction and school improvement. Moreover, the study revealed teachers’ job satisfaction significantly mediated relationship between leadership practices and school improvement. Thus, it concludes that to achieve sustainable school improvement in the school systems, leadership interventions must be designed to specifically target and improve the job satisfaction of the frontline educators or teachers.