School Leadership in Creating Positive School Climate and Culture, the case of Public Primary Schools in Addis Ketema Sub City of Addis Ababa City Administration
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Date
2025-06
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Addis Ababa University
Abstract
This study explores the role of school leadership in fostering a positive school climate and culture in public primary schools within Addis Ketema Sub-city of Addis Ababa City Administration. Drawing on both theoretical and empirical foundations, the research examines how leadership practices shape teacher engagement, student well-being, and the broader learning environment. Using a mixed-methods approach, data were gathered from five selected schools through questionnaires, interviews, and document reviews. Findings highlight that transformational and participative leadership styles are instrumental in creating inclusive and supportive environments, yet challenges such as limited resources, administrative overload, and weak community involvement persist. The study reveals a critical gap in leadership training and policy alignment. Future research should explore the long-term impact of leadership development programs and examine scalable models for community-school collaboration in low-resource urban contexts. It is recommended that policymakers prioritize ongoing professional development, increase school-level autonomy, and strengthen partnerships between schools and stakeholders to enhance leadership effectiveness and improve educational outcomes.
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role of school leadership in fostering a positive school climate