Role of principal's leadership style on teachers' performance

Abstract This study explores the impact of principals' leadership styles on teachers' performance in Mogadishu schools, Somalia. The research examines three key leadership styles—authoritative, democratic, and autocratic—and their influence on teachers' academic performance, job satisfaction, and overall effectiveness. Using a descriptive research design, data was collected through questionnaires from a sample of 80 participants, including teachers and school administrators. The findings indicate that authoritative leadership often results in structured guidance but limits teacher autonomy, while democratic leadership fosters collaboration and enhances teacher motivation. Conversely, autocratic leadership was found to negatively affect teachers' performance due to rigid control and lack of involvement in decision-making. The study concludes that adopting a balanced leadership approach, incorporating democratic principles with structured guidance, can significantly improve teacher performance and student outcomes. Recommendations include leadership training for principals, improved communication strategies, and policies that promote teacher engagement in school decision-making processes.