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The intent of this paper was to examine the impact of Secondary School Principals Leadership Behavior on Teachers Commitment in Adama City Administration of Oromia Region, Ethiopia. To achieve this purpose, researcher used concurrent triangulation mixed approach research paradigm. By using simple random sampling technique 120 (68.4%) secondary school teachers were selected. Moreover, 29 leaders from different echelons were purposely selected for qualitative data and included in the study. To this end two different but complementary instruments: Questionnaires and semi-structured interviews were employed to solicit data from key informants in the study setting. Data were analyzed both through qualitative and quantitative analysis methods. The study result showed that almost all school principals were from non-management or leadership educational background, they lack knowhow on how to influence and get teachers to perform beyond expectation, develop sense of school citizenship and work for unifying purpose. Hence, the study recommends the importance of setting structures to promote change, as well as opportunities for individual learning and appropriate means for monitoring progress toward improvement; endorse visions that embody the best thinking about teaching and learning. DOI: 10.5901/mjss.2015.v6n4s1p204

Principals’ Leadership Behavior and Teachers Commitment in Adama Town Public Secondary Schools of Oromia Regional State, Ethiopia