PRINCIPALS' TRANSFORMATIONAL LEADERSHIP PRACTICES AND SECONDARY SCHOOLS' PERFORMANCE OF NIFAS SILK LAFTO SUB-CITY OF ADDIS ABABA

ABSTRACT This study investigates the relationship between Principals’ Transformational Leadership Practices and the performance of secondary schools in Nifas Silk Lafto Sub-City, Addis Ababa. A quantitative research approach along was employed to systematically investigate the relationship between principals transformational leadership practice and school performance. The data were collected through questionnaires administered to 340 teachers across seven schools. Transformational Leadership style was measured by MLQ standardized questionnaire, whereas School performance was assessed using the MOE’s classification Inspection framework, which evaluates input, process, and output indicators. The Findings revealed that principals moderately applied transformational leadership, with stronger emphasis (r = 0.592, p < 0.01), on inspirational motivation but weaker application of individualized consideration. Most schools were classified between Grade 2 and Grade 3, reflecting average performance levels. Statistical analysis confirmed 12.9% level andr2 0.121 a positive and significant relationship between transformational leadership and school performance, particularly in teacher motivation, collaborative culture, and student achievement. However, resource limitations and inconsistent leadership practices constrained optimal outcomes. The study concludes that strengthening transformational leadership among principals can enhance school effectiveness, teacher satisfaction, and student achievement, offering practical insights for policymakers and educational leaders committed to improving secondary education in Ethiopia. Keywords:Transformational leadership, school performance, inspirational motivation, individualized consideration, teacher satisfaction, student achievement.