INVESTIGATING THE RELATIONSHIP BETWEEN SCHOOL LEADERSHIP STYLE, MOTIVATION AND TEACHER JOB SATISFACTION: THE CASE OF ASOSSA ZONE SECONDARY SCHOOLS OF BENISHANGUL GUMUZ REGIONAL STATE

ABSTRACT The role of school leadership in shaping the educational environment is critical, particularly in developing regions. This research investigates the nexus between transformational leadership, teacher motivation and job satisfaction in Asossa Zone public high schools, Ethiopia, utilizing a mixed-methods approach that integrates Smart-PLS Structural Equation Modeling with in-depth interviews and document analysis. The findings of the study show that individualized consideration (β = 0.42) and inspirational motivation (β = 0.32) are the dominant predictors of teacher engagement. A pivotal structural result indicates that teacher motivation serves as a potent mediator. Leadership influence is primarily channeled through an indirect effect on the teacher’s psychological state explaining 71.5% of the variance in motivation (R2 = 0.715). This motivational bridge subsequently drives 81.2% of the variance in job satisfaction (R2 = 0.812; β = 0.55), validating that leadership success in this context is contingent upon the activation of internal professional drive. Hence, the study concludes that institutional stability in developing regions requires a transition from administrative management to visionary leadership focused on pedagogical innovation and mentorship. The findings further show that qualitative insights and document analysis triangulate the quantitative results, revealing that the model's predictive power is significantly constrained by systemic deficiencies specifically acute dissatisfaction with salary (mean = 2.88) and infrastructure. Addressing these foundational hygiene factors is essential for removing the primary barriers to professional fulfillment. Furthermore, the research advocates for regional social transformation through female-targeted mentorship programs and strengthened community-school partnerships. These strategic interventions are critical for elevating the teaching profession's status and ensuring long-term educational equity within the Benishangul Gumuz Regional State.