The Role of Principals in Teachers’ Intellectual Capital Development: Insights from Ethiopian Principals and Teachers

Building intellectual capital (IC) enhances student learning and increases the efficiency of schools in teaching pupils, although no research is found in Ethiopian primary schools. Therefore, the purpose of this study is to examine the methods principals utilize to help teachers build their IC. This study used a case study research design. Through interviews, information was gathered from five principals and nine teachers. The results showed that in order to enhance teachers’ human capital, principals supported collaboration among teachers, enabled peer monitoring among teachers, and fostered experience and idea exchange. Principals set up opportunities for teachers to discuss about strategies and action plans in order to help teachers build their structural capital. They also encouraged teachers to freely criticize the school and the principal. Additionally, principals encouraged experience sharing with other schools and organizations to build relation capital of teachers. Two main obstacles to the development of IC were connected to teachers and the economy. Therefore, principals and other pertinent school stakeholders will benefit from this study’s improved understanding and information on strategies for developing teachers’ IC. This study also supports principals in developing and putting into practice effective social and professional behaviors toward their teachers in their day-to-day practices, and it helps principals change their leadership behavior to be more pedagogical in directing teaching and learning and achieving SDG-4.