Leadership Styles of Leaders in Educational Management Practices in Addis Ababa Educational Offices: Challenges and Prospects

Simple item page
dc.contributor.advisorDemoz Degefa
dc.contributor.authorErome Tassew
dc.date.accessioned2026-06-18T06:35:17Z
dc.date.available2026-06-18T06:35:17Z
dc.date.issued2025
dc.description.abstractThis study investigates the implementation of democratic and authoritarian leadership styles in educational management practices within Addis Ababa’s sub-city and district education offices. The research employed a mixed-methods case study approach, collecting qualitative data through interviews with seven educational office heads (three from sub-cities and four from districts) and quantitative data through 43 questionnaires distributed to staff members. The qualitative data were analyzed thematically, while the quantitative data were analyzed using descriptive statistics. The study explored how leadership styles are implemented, the challenges faced and the prospects for improving leadership practices in Addis Ababa educational offices. Findings revealed that while democratic leadership is widely acknowledged and preferred for its collaborative and inclusive nature, its actual implementation is inconsistent due to institutional limitations, lack of staff engagement and time constraints. Authoritarian leadership, though effective in enforcing rules and ensuring quick policy application, often leads to reduced participation and limited feedback channels. The research also identified challenges such as poor communication, inadequate delegation, resistance to shared decision-making and weak monitoring and evaluation mechanisms. However, prospects for improvement include ongoing leadership training initiatives, increased stakeholder involvement and the potential for hybrid leadership models that integrate the strengths of both styles. The study concludes that although democratic leadership is widely preferred and promoted within Addis Ababa’s educational offices, its implementation is often inconsistent and challenged by institutional limitations, unclear communication and limited participation. Authoritarian tendencies persist in practice, particularly in decision-making processes. However, both leaders and staff express strong interest in leadership improvement through professional training, inclusive governance, and clearer communication strategies. The findings highlight the need for leadership approaches that are context-sensitive, participatory and supported by capacity-building efforts to enhance policy implementation, staff motivation and the overall effectiveness of educational management. This is relevant for policymakers and local administrators working to improve educational management in Ethiopia. Keywords: democratic leadership, authoritarian leadership, Addis Ababa, education office
dc.identifier.urihttps://etd.aau.edu.et/handle/123456789/8193
dc.language.isoen
dc.publisherAddis Ababa University
dc.subjectdemocratic leadership
dc.subjectauthoritarian leadership
dc.subjectAddis Ababa
dc.subjecteducation office
dc.titleLeadership Styles of Leaders in Educational Management Practices in Addis Ababa Educational Offices: Challenges and Prospects
dc.typeThesis

Files

Original bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
Erome _ Tassew _2025 _ETD.pdf
Size:
1.71 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Erome _ Tassew _2025 _ETD.pdf
Size:
1.71 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download

Collections

Department of Educational Planning & Management