The Factors Affecting School Leadership Effectiveness in Government Secondary Schools of Kirkos Sub City, Addis Ababa City Administration
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Date
2018-11
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Addis Ababa University
Abstract
This study has explored the key factors that have influenced the effectiveness of school leadership in
government secondary schools within Kirkos Sub-City, Addis Ababa. Although the pivotal role of
leadership in educational success has been widely acknowledged, limited understanding has persisted
regarding how specific leadership styles, professional development, school climate, and external
influences have interacted to shape leadership outcomes in this context. Adopting a mixed- method
research design, the study integrated qualitative interviews with school leaders and quantitative surveys
administered across four secondary schools, employing availability or convenience, simple random,
purposive, and stratified sampling techniques. The findings have revealed that collaborative,
instructional, and transformational leadership styles—supported by adequate institutional resources and
activities, continuous professional learning, and high teacher morale—have significantly enhanced
school effectiveness and educational outcomes. Conversely, dependence on transactional leadership and
minimal community participation has tended to impede progress. The study has concluded that
strengthening leadership capacity through staff collaboration, targeted professional development,
positive school culture and climate, supportive policy frameworks, and greater stakeholder engagement
has contributed to overall educational outcomes. That is effective leadership practices have driven
institutional activities and contributed to holistic educational outcomes. It has recommended strategic
investments in leadership training and the enhancement of school climate to improve educational
outcomes and teacher satisfaction across the sub-city
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Factors Affecting School Leadership Effectiveness