Abstract

• The purpose of this study was to explore the relationship between principals’ leadership styles and teacher motivation. The theoretical framework was based on Kurt Lewin’s leadership model and Fredreick Herzberg’s two factors theory of motivation. The reliability coefficient (Cronbach’s alpha) was .639 for overall. A total of 246 teachers from 5 selected Basic Education High Schools in Monywa Township participated in this study. Moreover, mixed research method (quantitative and qualitative research methods) was used in this study. The results of this study indicated that teachers perceived that their principals mostly practiced democratic leadership. And they perceived that they were moderately motivated under their principals and also by other factors such as their students, school climate and their attitudes on teaching profession and good relationships with colleagues. In addition, the teachers were demotivated when their principal cannot lead them well or they face the difficulties in the classroom. The results of this study found that there was a positive and significant relationship between principals’ autocratic leadership. And democratic leadership of principals were positively and moderately correlated with teacher motivation. Then, there was a positive and slightly correlation between principals’ laissez-faire leadership and teacher motivation.