A Study on the Implication of School Leadership and Change of Ownership on Institutional and Students’ Performance At Flipper International School
| dc.contributor.advisor | Dejene Niguse (PhD) | |
| dc.contributor.author | Genet Alemayehu | |
| dc.date.accessioned | 2026-02-06T08:52:40Z | |
| dc.date.available | 2026-02-06T08:52:40Z | |
| dc.date.issued | 2025-05 | |
| dc.description.abstract | This qualitative case study investigated weather leadership changes and ownership transitions on the academic performance and school experience of lower secondary school students at Flipper International School. Over a three-year period (2022/23–2024/25), the school experienced multiple shifts in leadership and ownership, prompting concern about institutional continuity and student outcomes. Data were collected from 17 staff members and 31 students through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis revealed eight major themes: leadership instability, operational disruption, declining teacher morale, weakened school culture, academic impact, communication deficits, stakeholder recommendations, and overall institutional effects. Findings indicated that frequent leadership transitions led to organizational uncertainty, reduced instructional consistency, diminished staff motivation, and student disengagement. Teachers reported experiencing change fatigue and lack of direction, while students expressed confusion and loss of trust in school leadership. Although some transformational leaders had a temporarily positive effect, the overall pattern pointed to negative consequences for the school community. Stakeholders consistently called for greater transparency, strategic planning, and participatory leadership models to mitigate the adverse effects of change. The study underscores the critical importance of leadership stability in sustaining school performance, enhancing morale, and safeguarding student learning, particularly during periods of institutional transition. It offers practical and policy-oriented recommendations aimed at fostering long-term leadership development and collaborative governance in education. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7643 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | leadership transitions | |
| dc.subject | ownership change | |
| dc.subject | student outcomes | |
| dc.subject | teacher morale | |
| dc.subject | school culture | |
| dc.subject | transformational leadership | |
| dc.subject | qualitative case study | |
| dc.subject | educational leadership. | |
| dc.title | A Study on the Implication of School Leadership and Change of Ownership on Institutional and Students’ Performance At Flipper International School | |
| dc.type | Thesis |