Demoz DegefaErome Tassew2026-06-182026-06-182025https://etd.aau.edu.et/handle/123456789/8193This 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 officeendemocratic leadershipauthoritarian leadershipAddis Ababaeducation officeThesis