THE ROLE OF SCHOOL CULTURE ON THE SUCCESS OF

LEADERSHIP IN GOVERNMENT SECONDARY

SCHOOLS OF SHASHEMENE TOWN, OROMIA REGIONAL

STATE, ETHIOPIA

MA THESIS

JEMAL WODESO

May, 2021

HARAMAYA UNIVERSITY, HARAMAYA

The Role of School Culture on The Success of Leadership in

Government Secondary Schools of Shashemene Town, Oromia

Regional State, Ethiopia

MA Thesis Submitted to the Department Educational Planning and

Management,

Postgraduate Program Directorate

HARAMAYA UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree of

MASTER OF ARTS IN SCHOOL LEADERSHIP

Jemal Wodeso Sarido

May, 2021

Haramaya University, Haramaya

iii

HARAMAYA UNIVERSITY

Postgraduate Program Directorate

We hereby certify that we have read and evaluated this Thesis entitled: The Role of

School culture on the Success of Leadership in Secondary Schools, of Shashemene

Town, Oromia Regional State under my guidance by Jemal Wodeso. I recommended

that it will be submitted as fulfilling the thesis requirement.

Yilfashewa Seyoum (PhD) _______________ _________________

Major Advisor Signature Date

Sesay Augustine (PhD) __________________ _____________

Co- Advisor Signature Date

As member of the Board of Examiners of the MA Thesis Open Defense Examination,

I certify that I have read and evaluated the Thesis prepared by Jemal Wodeso and

examined the candidate. We recommend that the Thesis will be accepted as fulfilling

the Thesis requirement for the Degree of MA in School Leadership.

_________________ _____________ ________________

Chairperson Signature Date

______________________ _________________ _______________

External Examiner Signature Date

___________________ _________________ _______________

Internal Examiner Signature

Final approval and acceptance of the Thesis is contingent upon the submission its final

copy to the council of Graduate Studies (CGS) the candidate's department or school

graduate committee (DGC or SGC).

iv

DEDICATION

I dedicate this thesis to my family and my wife Ms Badriya Geriyo Wake for her

encouragement in all dimensions to my needs.

v

STATEMENT OF THE AUTHOR

By my signature below, I declare and affirm that this Thesis is my own work. I

followed all ethical and technical principles of scholarship in the preparation, data

collection, data analysis and compilation of this Thesis. Any scholarly matter that is

included in the Thesis has been given recognition through the citation.

This Thesis is submitted in partial fulfillment of the requirements for an MA degree at

the Haramaya University. The Thesis is deposited in Haramaya University Library and

is made available to borrowers under the rules of the Library. I solemnly declare that

this Thesis has not been submitted to anywhere for the award of any academic degree,

diploma, or certificate.

Brief quotations from this Thesis may be made without special permission provided

that accurate acknowledgement of the source is made. Requests for permission for

extended quotation from or reproduction of this Thesis in whole or in part may be

granted by the head of the Head of School or Department when in his or her judgment

the proposed use of the material is in the interests of scholarship. In all other instances,

however, permission must be obtained from the author of the Thesis.

Name: Jemal Wodeso Signature: _______________

Date: May, 2021

Department: Educational Planning and Management

vi

BIOGRAPHICAL SKETCH

The author was born on April 10, 1990 in west Arsi Zone Shashamane woreda ,

Oromia Regional State. He attended his elementary education in Watera Shagule

Elementary School and Secondary education in Kuyera Secondary School. Then after

he joined Hawassa University in 2008 and received BA degree in Mathematics in

2010. Then, after seven year of service as a teacher of mathematics in Shaahamene

Secondary School. He then joined the School of postgraduate program directorate in

Haramaya University in 2017 to pursue MA degree in school Leadership.

vii

ACKNOWLEDGMENTS

First of all, I would like to express my sincere and heartfelt gratitude to my major

advisor, Yilfashewa Seyoum (PhD ) and co- advisor, Sesay Augustine (PhD) who

were generously devoted their time and knowledge, in guiding, commenting,

criticizing, encouraging and assisting in the planning and writing of this thesis from

start to finish. I also appreciate their patience and diligence in correcting my draft and

without their guidance and professional expertise, the completion of this work would

not have been possible.

I would also like to express my appreciation to the Secondary Schools of Shashemene

Town, teachers, principals, supervisors and Students council for their hospitality and

heartily coordination in providing me the primary and secondary data. I would like to

express my deepest gratitude to the Ministry of Education, Oromia Educational

Bureau and Shashemene Town Education Office for providing me this over whelming

and priceless chance. Moreover, special thanks are to all instructors of Department of

Educational planning and management at Haramaya University.

Finally, I would like to extend my gratitude to my wife, Mrs. Badriya Geriyo and my

special thanks also to my friends; Ibsa Sarbesa, Mengistu Kumsa, Ibrahim

Mohammed, and Hussien Gamada, for their moral support and priceless

encouragement.

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ABBREVIATIONS AND ACRONYMS

HU Haramaya University

MoE Ministry of Education

OREB Oromia Regional Education Bureau

PTSA Parent, Teacher and Student Association

SPSS Statistical Package for Social Science

GSS Government Secondary School

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TABLE OF CONTENTS

STATEMENT OF THE AUTHOR v

BIOGRAPHICAL SKETCH vi

ACKNOWLEDGMENTS vii

ABBREVIATIONS AND ACRONYMS viii

LIST OF TABLES xii

1. INTRODUCTION 1

1.1. Background of the Study 1

1.2. Statement of the Problem 2

1. 3. Research Questions 3

1.4 Objective of the Study 4

1.4.1 General Objective 4

1.4.2 Specific Objectives 4

1.5. Significance of the Study 4

1.6 Delimitations of the Study 5

1.7. Limitations of the Study 5

1.8. Definition of Key Terms 5

1.9. Organization of the Study 6

2. REVIEW OF RELATED LITERATURE 7

2.1. Overview of School Culture 7

2.2. Success of the Leadership 10

2.3. Norms of School Culture 11

2.4. Importance of School Culture 12

2.5. Classification of Organizational Cultures 13

2.5.1. The power culture 13

2.5.2. The role culture 14

2.5.3. The task culture 14

2.5.4. Person culture 15

2.6. Concept of Principals’ Leadership and Success 15

2.7. The Link between School Culture and Success of the Leadership 16

2.8. Leadership Styles in Schools 16

x

2.8.1 Autocratic leadership 16

2.8.2. Democratic leadership 17

2.8.3. Laissez-faire or free-rein leadership style 18

2.8.4. Situational leadership 18

2.9. Indicators of Leadership Success 19

2.10. Organizational Culture and Success of the Leadership 20

2.11. Effect of School Culture on the Success of the Leadership 20

2.11.1. The positive effect of School Culture on the success of the leadership 21

2.11.2. The negative effect of culture on the success of the leadership 21

2.12. The Effect of Organizational Culture on Leader Style 22

2.13. Summary of Review of Related Literature 22

3. RESEARCH DESIGN AND METHODOLOGY 23

3.1 Description of the Study Area 23

3.2. Research Design 23

3.3. Sources of Data 23

3.2.1. Primary sources of data 24

3.2.2. Secondary sources of data 24

3.4. Population, Sample and Sampling Techniques 24

3.5. Data Gathering Instruments 25

3.4.1 Questionnaire 25

3.4.2 Interview 27

3.5 Procedures of Data Collection 27

3.6 Methods of Data Analysis 28

3.7 Ethical Consideration 28

4. RESULTS AND DISCUSSION 29

4.1. Demographic Characteristics of the Respondents 29

4.2. Analysis and Interpretation of Data 32

4.2.1. School Culture in current situation in Secondary School of Shashemene Town. 32

4.2.2 School culture in current situation as perceived by teachers 34

4.2 .3 School Culture in the current Situation as Perceived by Students ’Council 35

4.2.4 School Culture in Current Situation as Perceived By Supervisors 35

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4.3.Dominant School Cultures in secondary Schools of shashemene Town in the Current

Situation 36

4.4 The Leadership Style as Perceived by Teachers, Students’ Council, and Supervisors 37

4.4.1 Principals’ Leadership Style Perceived by Teachers 39

4.4.2 Principals’ Leadership Style Perceived by Students’ Council 39

4.4.3 Principals’ Leadership Style Perceived by supervisors 39

4.5 The Correlation Between Leadershipstyle and Organization(school) culture type 40

4.6. Ordinal Regression Analysis 41

4.6.1. PLUM-The Ordinal Regression Model Of Organization Culture and Democratic

Leadership Style 41

4.6.2 PLUM-The Ordinal Regression Model Of Organization Culture and autocratic Leadership

Style 42

4.6.3 PLUM-The Ordinal Regression Model Of Organization Culture and Laissez Leadership

Style 43

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 44

5.1 Summary 44

5.2. Conclusions 47

5.3. Recommendations 48

6. REFERENCES 50

7. APPENDECES 55

APPENDIX-A 55

xii

LIST OF TABLES

Table 1 Summary of population and sample size 31

Table 2 Respondents characteristic 36

Table 3 School culture type in Shashemene Town secondary schools in current

situation

37

Table 4 Leadership style used in the school that perceived by teacher, student council

and supervisors

38

Table 5 Perception of respondents on factors of school culture 39

xiii

THE EFFECT OF SCHOOL CULTURE ON SUCCESS OF

LEADERSHIP IN GOVERNMENT SECONDARY SCHOOLS OF

SHASHEMENE TOWN, OROMIA REGIONAL STATE,

ETHIOPIA

JEMAL WODESO

Abstract

The purpose of this study was to assess the role of school culture on Success of

leadership in the selected Government secondary schools of Shashemene Town. In

order to attain the objectives of the study, the following questions were asked to answers

this study. 1) what was the dominant type of school culture that plays the role in the

success of leadership in government secondary schools of Shashemene Town? 2) To

what extent school culture played the role in the success of leadership in secondary

schools of of Shashemene Town in current practices ? 3) What leadership style is

successful in relation to school culture as perceived by teachers, students’ council, and

supervisors in governmental secondary Schools of Shashemene Town?

This study adapted descriptive survey. The total number of respondents was 221. These

were selected using stratified random sampling for teachers and available sampling

techniques. The necessary data was collected through questionnaires and interview.

descriptive and inferential statistics were employed to analyze data. The findings of the

present study revealed general secondary school of Shashemene Town tended to

emphasize role culture, and democratic leadership style. The finding of this study

suggested that person culture has negative significance role on democratic leadership

style. It is recommended that the general secondary school should diagnosis and

change its organizational culture that is characterized by role culture to task culture

which characterized by removing bureaucratic barriers to create high trust, openness,

encourage team work and participation. The leader in the school should use the

democratic leadership style to build trust, respect and commitment because the style

allows people to have a say in decisions that affect their goals and how they do their

work. Educational leaders should give appropriate support to be extended from every

top and medium leaders like principals; department heads and unit leaders in order to

organizing serous orientations and workshops to capacitate the skill of them in line of

educational objectives.

Keywords: Leadership, school culture, success of leadership, government secondary

school,

1. INTRODUCTION

1.1. Background of the Study

School culture is an all-encompassing element of schools, yet it is hard to find and

difficult to define. However, Overseas Trained Teachers Organization states that the use

of the term ‘culture’ in the school context refers to the basic assumptions, beliefs and

practices that are shared by the members of a school community, These mould how a

school views itself and its environment and shapes its operations and how it functions.

Hinde (2014 ) . School culture affects the way people in a school think, perform and

learn.

Best Practice Briefs (2004) adds that school culture reflects the shared ideas, that is,

assumptions, values and beliefs that give an organization its identity and standard for

expected behaviors. These ideas are deeply imbedded in the organization, and to a great

extent, work unconsciously; they are so entrenched that they are often taken for granted.

Again, he explains that school culture is based on past experience which provides a

template for future action based on how an organization views things as done. But

Overseas Trained Teachers Organization mentions that realizing what makes up a

school’s culture is not straightforward. Members of the school community are not always

aware of the assumptions, beliefs and practices that they hold in common because they

take for granted that things will be done, or people will behave in certain ways. These

underlying assumptions, beliefs and practices become clearer the longer a person

becomes part of a functioning school.

Finnan (2000) as cited in Hinde (2014) further mentions that school culture is not a stagnant

body. It is constantly being built and shaped through interactions with others and through

reflections on life and the world in general. Hinde (2014) concurs that school culture

develops as members of staff interact with each other, the students and the community. It

becomes the guide for behaviour that is shared among members of the school at large.

Culture is shaped by the interactions of the personnel, and the actions of the personnel

become directed by culture.

The focus of this study is to examine the role of school culture on success of leadership in

secondary school.

2

1.2. Statement of the Problem

Leadership is one of the most important elements of an organization. If leadership and its

Process are carried out smoothly, the institution will become effective. However school

cultural practice affects the performance of leaders. School culture is the definitive aspect

of how people operate within the school settings. Not only it is important to recognize the

enduring impact of it, but also leaders are influential in creating positive school culture.

However, leaders alone cannot make a culture strong, teachers and school communities

are able to help shape the school culture as well (Sackney, 1998). The role of educational

leaders are emphasized to control and support the culture of the teaching learning

process those having leaders’ competency such as knowledge, skills, behaviors, and

attitudes are mandatory. School culture affects leadership style, behavior, personality by

way of the follower values, beliefs, assumption norms build overtime. Leader cannot

choose at will. They are constrained by cultural conditions that their followers have come

to expect. As a leader in the school, you may face a number of cultural problems: values

and beliefs that guide the school are no longer suited to the challenges to face. The

existing relationships may be full of conflict, communication is poor, authority is in

doubt and there are vocal disagreements.

In Ethiopia various efforts were made to see the influence of culture on the organization

success. This effort has been made without analyzing the culture of organization. In line

with this different studies have been done. For instance the study carried out by Badiru

(2011) entitled “The assessment of organizational culture and employee commitment of

Gurage Zone’’ showed that organizational culture determines the commitment of

employees in their institution. In addition, most researchers conducted on other aspects of

educational institution such as job satisfaction, motivation and commitment,

remuneration, etc were determined by organizational culture. Culture drives everything in

the school Success rather than the rule, regulation, policy and others. It gives clear

framework for understanding the effects and complex relationships within school.

Without Successful leadership, culture will not be transformed or sustain the realities of

school improvement or change. So, that is why the researcher is initiated to conduct the

3

research on the role of school culture on Success of leadership in secondary School of

Shashemene Town.

The purpose of this study is to investigate the role of school culture on Success of

leadership in the secondary schools of Shashemene Town. This research deals to identify

the dominant school culture that affect Success of leadership and leadership styles to be

Successful, and to describe their effects and to change and shape the values, beliefs,

norms and attitudes to promote leaders Success.This is the main objective of the study

however, this objective is not achieved and as I have perceived from my previous

experiences as a school principal in Shashemene Town; principals themselves could not

practice successful leadership styles which lead to good school culture. This implies that

the leadership styles, the supervisors and students council are not successful to change the

school culture as expected. This is the second reason which initiated the researcher to

deal with this topic.

What makes this study different from other study already conducted on culture is

focusing on the effect of school culture on success of leadership in secondary Schools of

Shashemene Town. Furthermore this research is different from the previous researches in

times, places and contexts. In order to make the objective of the research successful, in

the context of general secondary school, it will find the challenges and problems which

are not mentioned by the above researches in detail. Consequently, in order to achieve the

main objective of the research the following basic questions were formulated.

1. 3. Research Questions

Based on the statement of the problem the researcher tries to address the following basic

questions.

1. What is the dominant type of school culture that plays the role in the success of

leadership in government secondary schools of Shashemene Town?

2. To what extent school culture plays the role in the success of leadership in secondary

schools of of Shashemene Town in current practices ?

3. What leadership style is successful in relation to school culture as perceived by

teachers, students’ council, and supervisors in governmental secondary Schools of

Shashemene Town?

4

1.4 Objective of the Study

The objective of the study consist General and Specific objective.

1.4.1 General Objective

The general objective of the study is to investigate the role of school culture on success of

leadership in governmental secondary schools of Shashemene Town.

1.4.2 Specific Objectives

1. To analyze the dominant type of school culture that plays the role in the success of

leadership in government secondary schools of Shashemene Town?

2. To examine the extent to which school culture plays the role in the success of

leadership in secondary schools of of Shashemene Town .

3. To Identify the successful leadership style in relation to school culture as perceived

by teachers and shool supervisors in government secondary schools of shashemene

town

1.5. Significance of the Study

School culture can be created, maintained and change by the leadership of the principal.

This finding may help interested principals to become more aware of their leadership

behavior. The study is exploring the relationship between principal leadership

characteristics and school culture as assessing by teachers and the principal at the

secondary school level. It is expected from the findings of this study that, students are

beneficiary if the school has nurturing environment, conducive for learning teaching and

then their achievement is improved; the teachers love the profession, minimize attrition

and be satisfied in their job when facilitating school culture is there; and also Principals

may use the information to understand a school’s individual culture and then how to

nurture or change an already existing culture.

The study will be providing possible strategies of developing strong organizational

culture to improve success of leadership in secondary schools. Researcher may utilize the

findings to better understand which leadership behaviors enhance a positive school

culture and improve student achievement. Although it could serves as bases for those

who have the target to make research on the same field of study.

5

1.6 Delimitations of the Study

The topic, school culture, is very broad and cannot be fully covered in one study.

Therefore, this study concentrated on the role of school culture on success of leadership

in secondary Schools of Shashemene Town. The research presumes the problem was not

only to the secondary schools of Shashemene Town mentioned below. Therefore, it plays

the role in other secondary and preparatory schools of the whole country. In case of

culture drives everything in the school. However, the study is delimited to secondary

schools of Shashemene Town. This Town has 9 general secondary Schools. To conduct

the study on all secondary schools will consumes time, finance and problem to manage

the research. Because of this, will not be done on all of the general secondary school of

the Town and one school is left for pilot test. Due to this reason, the researcher will select

8 (88.8%) government secondary schools randomly for the study. These are kuyera

secondary school, Shashemene secondary school, Burqa Qero secondary school,

Bulchana secondary school , Selam secondary school , Langano secondary school , Hawi

Boru secondary school and Alam Gaba secondary shool.

1.7. Limitations of the Study

Conducting research in a detail and more scientific manner, the researcher came across

shortage of time due to the burden of school work, shortage of finance and energy

consuming. Moreover, the study lacked of accessibility of relevant and up-to-date

reference materials in carrying out the study. Also the study limited to the absence and

unwillingness of respondents’ especially, teachers to fill out and return the questionnaire.

In addition, obviously the case of COVID-19 is also one of the obstacles for data

collection. However, the researcher overcame these problems with arranged convenient

time and having coffee ceremony programmed with them in order to get enough valid

responses. The researchers lack of experience and work burden.

1.8. Definition of Key Terms

Effect : is a change which is a result or consequence of an action or cause,…. having that

result , purpose, or meaning Leadership roles they are supposed to play (Stronge,

2008).

6

Leadership behaviors: the behavior of individuals principal exercised in directing activities

to ward a shared goal perceived by teacher as such.

Norms: according to Grober (1998:37) a norm is an unwritten informal ‘’rule’’ that governs

individual behavior in an organization .

School principal: the leader of the school “Accountable for the academic progress for all

students entrusted to their care” (Ubben, Hughes and Norris, 2007).

Secondary school: a school system following the primary schooling established to offer

general education for students from grade 9-10.

School culture: is the ground stream of norms, values, beliefs, traditions and rituals that has

built over time as people work together, solve problems and confront challenges.

(Deal&Peterson 1999). It is the values and behavior that contribute to the unique

social and psychological environment of an organization. It includes an organization

expectation, experiences, philosophy, and values that hold together, and it expressed

in its self-image, inner working, and interaction with outside the school or

organization and future expectation.

Success: the measure of the extent to which principals are successful in discharging

Success of Leadership:-The parameter or indicator which determines the outcome of a

leaders’ behavior when he/she attempts to influence the others to achieve certain

goal(s) in a given situation (Harry, 2004)

1.9. Organization of the Study

This research paper is organized into five sections. The first section holds the

introductory part of the study which consists of background of the research, statement of

the problem, significance, scope and limitation of the study. The second part deals with

review of literature pertinent to the research. The third part discussed about research

methodology. The fourth section deals about result and discussions followed by

summary, conclusions and recommendation. The last section is references and

appendices.

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2. REVIEW OF RELATED LITERATURE

2.1. Overview of School Culture

There are no universally accepted definitions of culture. Marion (2002) stated, “culture is

influenced by the totality of the organizational experience” Lumby and Foskett (2011)

defined the concept of culture as a tool to assist with the process of making sense of

people by providing a mechanism for categorizing, simplifying, and describing the

human state. Another definition was offered by Bolman & Deal (2008) who stated,

“Culture forms the superglue that bonds an organization, unites people, and helps an

enterprise accomplish desired ends.” Lumby and Foskett’s (2011) focused on culture

from the perspective of an educational leader. They noted that the leader’s decisions and

actions have a direct impact on the school culture.

According to Bolman and Deal, Culture anchors an organization’s identity and sense of

itself. Climate is component of culture. Hoy and Miskel (2005) defined school climate as

the set of internal characteristics that distinguish one school from another and influence

the behaviors of each school’s members. Bradshaw, Waasdorp, Debnam, and Johnson

(2014) referred to school climate as shared beliefs, values, and attitudes that shape

interactions between students, teachers, and administrators and set the parameters of

acceptable behavior and norms for the school. School climate is a product of teacher and

student social interactions, and is influenced by educational and social values. Using this

definition, Bradshaw et al. (2014) drew conclusions from the results of a survey of over

25,000 high school students. The authors analyzed results from the Maryland Safe and

Supportive School Climate Survey and found that a positive school climate can show

productive conditions for learning, which predict positive outcomes for student

achievement (Bradshaw et al., 2014).

Collie, Shapka and Perry (2011) found that school climate was a significant predictor of a

teacher’s commitment to stay. Their research used a survey design that included variables

measuring School Climate and Social-Emotional Learning (SEL). Included in the School

Climate variable were the sub variables of collaboration, student relations, school

resources, decision making, and instructional innovation. Included in the Social-

Emotional Learning variable were SEL Comfort, SEL Commitment, SEL Culture, and

8

SEL Integration. Using binary logic regression, Collie et al. (2011) concluded that a

positive school climate, one that includes good student relations, greater collaboration

among teachers and input on decision making, resulted in greater teacher commitment.

According to the authors, “Teachers who feel greater well being in their teaching may

have greater commitment to the profession” (Collie et al., 2011)

Prather-Jones (2011) found three emergent themes from teacher interviews regarding

administrative support in conjunction to their career decisions. The first theme was

teachers looking to administrators for support when delivering consequences on student

misconduct. The second theme was that teachers felt more supported when administrators

showed respect and appreciated their efforts in the classroom. The third theme was that

teachers looked to administrators to help develop supportive relationships from other

teachers that can assist with classroom needs. These three themes that Prather-Jones

(2011) reported from her research were aspects of culture and climate that could be

attributed to actions taken by the administrator. The field of education seems to lack a

precise definition of school culture that is universally accepted. Almost 20 years ago,

Stolp (1994) raised concern that the definition is clouded by numerous nouns such as

climate, ethos and saga, which are used as synonyms for school culture. The same

sentiment is shared by Hinde (2006), who regards the problem of the definition as

emanating from the use of the concept and wide application over a number of issues at

schools. More recently, Brown (2008) also confirmed the concern of other writers in this

field that school culture is an elusive element to define. The following definition of

school culture may serve to illustrate the difficulty encountered in defining school

culture, at the same time providing a working definition.

School culture, broadly defined, encompasses everything that happens within and relating

to the school. It includes shared assumptions and beliefs that may not be apparent and

observable, but which have a profound influence on the attitudes and dictate the

relationship patterns amongst members. The ideals also define the way members respond

and react to various challenges relating to the school (Brown, 2008). These ideals also

determine the standards of performance and dictate to members what is desirable, giving

an organization a unique identity, which may be comparable to personality in human

beings (Van Deventer & Kruger, 2003; Table man & Herron, 2004; Niemann & Kotze,

9

2006). Culture creation is a process that induces a lot of interaction among members over

a long period. As such, it involves the historical experiences of the members (heroes and

heroines) that are handed down and reinforced from one generation to another through

symbols, story-telling, rituals and ceremonies celebrated at the school (Tableman &

Herron, 2004). The historical acts of heroes and heroines of the past serve to sustain

motivation and provide a basis for future actions of members within an organization

(Peterson, 2002).

The interaction of members in any school situation is mainly guided by the school vision,

mission and goals, which are aligned with the needs and aspirations of the community

served by the school (Hinde, 2006); resulting in a unique culture that distinguishes the

school from others. The unique characteristics of each school may indicate that the

evolution of a culture is largely influenced by several factors, among others, the vision,

goals and interaction of members and challenges the school faces. Schools pursue and

apply strategies that are best suited to their own context to realize its goals; a condition

that provides a distinguishing mark in the culture of a school.

In the light of the plethora of definitions of school culture discussed above, it may not be

possible to provide a precise definition of school culture, but it could be maintained that

school culture comprises shared ideals, assumptions, pattern of values and beliefs and set

of norms and practices. Assumptions and beliefs influence the attitudes, norms and

practices of members of the school community. It also acts as an entity that identifies

each school from another. It provides standards of performance and expected behaviors.

Within the culture of each school, patterns of behavior, recognition of achievements and

values are historically transmitted from one generation to another through storytelling,

and the celebration of rituals and ceremonies.

School culture can be seen as an element that can pervade and influence all aspects of a

school. It can affect the way teachers and students perceive issues, think, make decisions

and react to the work situation (Hinde, 2004; Kruger, 2003). In some instances, it can be

used as a measure to determine how successful the schools are in implementing and

achieving the intended goals (Brown, 2008). It can also be used as a feature that can

distinguish between schools that perform poorly and well (Kruger, 2003). Although

school culture appears to be an important aspect, its impact on the academic performance

10

is less noticeable. Its effect is blurred and reduced by a number of factors that surround

academic performance. The factors may include the type of leadership, how learners are

monitored and evaluated, curriculum choices and the way teachers and students relate to

one another (Craig, 2006).

2.2. Success of the Leadership

Like definitions of leadership, conceptions of leader success differ from one writer to

another. Success of Leadership is about helping clients develop the leadership skills

required to drive their change efforts. Progress works with senior executives in a highly

personal,challenging,andexcitingway to instill confidence and optimism, clarify responsib

ilities and accountabilities, and increase collaborative skills. Cheng (1991) defines

success as the extent to which a leader or manager achieves the output required of his

position. In other words he defines success in terms of output rather than input that is by

what a leader achieves rather than what he does but defines efficiency as the ratio of

output to input.

Success is not doing a thing right, but doing the right thing Bennis,(1989). Therefore, in

any discussion of successful leadership, it is necessary and essential that the leader should

consider the primary purpose for leadership in its purpose lies it is effectiveness and

success. Cheng (1991) states that successful leader build a sense of community with in

the work place, that they not only increase employee retention figures, but they also

improve productivity because employees are more willing to follow successful leaders

than non successful individuals. Cheng (1991) found that successful leadership was to be

associated with improved organizational performance.

According to Bennis (1998), success of leadership is measured in terms of consequences

of the leaders’ actions for followers and others organization stake holders. Many different

types of outcomes have been the performance and growth of the leaders ,groups or

organizations, its preparedness including to deal with challenges or crises, followers

satisfaction with the leaders, followers commitment to the group objectives, the

psychological well-being and leaders advancement to higher position of authority in the

organization. successful educational leadership probe deeply in to time, work, social and

normative events that have given texture to the culture of the organization. They realize

11

that the echoes of past crises, challenges and success reverberate in the present. Leaders

perpetuate an understanding of where the school has been as key factors in interpreting

present practice and was as stated in the above point of view success is the degree to

which an organization realize its goal. Cheng (1991) stated that leadership is the process

of inspiring others to work hard to accomplish important tasks. The successful leader

influences other people to work enthusiastically in support of organization performance

and objectives. successful leader tell people needs to be done and how to perform it

without getting their suggestions/ideas to achieve the organizational goals. It is argue that

success of leadership is the performance of many individuals that culminates in the

performance of the organization or in the achievement of organizational goals. The above

idea implies that successful leadership is instrumental in insuring organizations

performance and the most potent contributor to employees’ performance as well as it

increases a situation whereby employees benefit from their leadership. Cheng (1991)

states that inadequate leadership of school is one that adversely affects the progress of

education, because success in any educational institution depends on successful and

sound leadership.

In other words, the forces affecting in school system probably ‘’none is more important

than the school leaders who have responsibility recommending change in educational

activities and facilitations for learning ’’ Fiedrel, (2005) stated that ‘’providing leadership

in today’s school is not easy task.’’ The educational leader today focuses on instruction,

culture, management, strategies and community with many areas demanding immediate

attention. Because, students’ progress is, always has been and will continue to be in the

future, the reason school exists, educators must demonstrate leadership that promotes the

success of all students by managing the learning environment and by collaborating with

families and community members. successful leadership is crucial for teachers and

students to enhance performance at the highest level.

2.3. Norms of School Culture

Norm is informally guideline about what is considered normal(what is correct or

incorrect ) social behavior in particulargroup or social unit. Norms form the basis of

collective expectations that members of a community have from each other, and play a

key exerting a pressure on the individual to conform. In short the way we do things

12

around here. Formally norm is the rule standard laid down by legal , or religious , or

social authority against which appropriateness( what is right or wrong) of an

individual’sbehavior is judged.

Sergiovanni (2000) stated the culture of a school is the foundation for school

improvement. School culture consists of norms. Sackney, (1998) argued that if certain

values of a school are strong, improvements in instruction will be significant, continuous

and widespread. Some of the important norms are practiced and performed by the

principals, teachers, students, parents and other school communities. These norms can

build up a strong culture including collegiality, experimentation, high expectations which

reflect a vision for high performance; trust and confidence, commitment to improvement,

tangible support with sharing of ideas and human resources among teachers; reaching to

the knowledge base about teaching and how students learn; appreciation and recognition

including honoring of good teaching by the school and community; caring, celebration

and humor; involvement in decision making; and protection of what’s important.

2.4. Importance of School Culture

School culture is a platform from which various innovations can be launched. It is further

maintained that school culture is a factor that identifies one school from another. The

norms in the culture of a school give rise to pertinent rules and forms of behavior that

guide their functioning and distinguish the school from others. School culture, whether

strong or weak, influences the way the principal, teachers and learners engage in the

teaching and learning process (Karakose, 2008 ). While admitting that schools have

different cultures, it is maintained that school culture is one of the important factors that

could determine the learning activity at schools.

The culture of a school can be energising, urgent, encouraging active participation in the

process of learning and teaching, or a deterrent that hampers initiatives at the school

(Hinde, 2004; McGee III, 2006 ). Schools that have a strong culture are characterised by

a friendly atmosphere in which teachers and students feel motivated and work

cooperatively to advance the learning process (Karakose, 2008 ). Schools that have a

strong culture of learning are also noted for high academic achievement of learners

13

(Ellison, 2006). It may thus be noted that school culture whether strong or weak, may

have serious implications for the academic performance of learners.

Institutions known for good performance take pride in people who share common values

and pledge their commitment to the schools they serve. The values they pursue guide

their behavior and attitudes; to them values help to focus their attention in the same

direction and commonly defined patterns of relationships. At these institutions,

performance, which is measured in terms of academic achievement, is a result of

endorsing certain elements in their cultures, which include teacher satisfaction, setting

high standards of achievement for learners and good management of resources (Brown,

2008). The basis for a strong culture is provided by a well-articulated vision of the school

leadership and values that members consider important for the organization. The process

of nurturing a healthy school culture largely depends on the actions, traditions, symbols,

ceremonies and rituals that are closely linked to the vision of the school. The activities

and ceremonies practiced keep members focused, working towards common goals, which

reinforce positive attitudes towards learning (Craig, 2006). The principals and teachers

have to work cooperatively to ensure that the school culture becomes a condition that

focuses their attention on issues that are of value to them.

2.5. Classification of Organizational Cultures

Handys’(1993) classification is based on many different aspects of organizational

cultures which most people’s might inquire.

2.5.1. The power culture

Handy (1993) describes the power culture as a ‘web’. He suggests that ‘web’ reflects the

concentration of power of a ‘family-owned’ business, which can either be extremely

large or small. The culture operates with strict responsibilities going to ‘family members’.

Responsibility is also given to personalities rather than expertise and creates the power

structure of the ‘web’. Power is concentrated in a small area, the centre of which is the

wheel or the center of the web. Power radiates out from the centre (where there is usually

a key personality) to others in the family who send information down to departments,

functions or units.

14

2.5.2. The role culture

This looks like a Greek temple and has often been stereotyped as portraying bureaucracy

in its purest form. The apex of the temple is where the decision-making takes place while

the pillars of the temple reflect the functional units of the organization which have to

implement the decisions from the apex. The strength of the culture lies in specialization

within its pillars. Interaction takes place within the functional specialism by job

descriptions, procedures, rules and systems. Authority is not based on personal initiative

but is dictated by job descriptions. Co-ordination is by a narrow band of senior staff. This

is the only co-ordination required as the system provides the necessary integration.

Handly (1993), states that the job description is thought of as more important than the

skills and abilities of those people who are functioning in the culture. Performance

beyond the prescribed role is not required or encouraged. The authority of position power

is seen as legitimate. Personal power is not. System effectiveness depends upon

adherence to principles. Handy suggests that this culture is appropriate in organizations

which are not subject to constant change. The culture functions well in a steady-state

environment, but is insecure in times of changes. In a role culture, people have clearly

delegated authorities within a highly defined structure. Typically, these organizations

form hierarchical bureaucracies. Power derives from a person’s position and little scope

exists for expert power. It is controlled by procedures, descriptions of roles and authority

definitions. Predictable and consistent systems and procedures are highly valued.

2.5.3. The task culture

This is characteristic of organizations that are involved in extensive research and

development activities. They tend to be very dynamic. They are constantly subject to

change and have to create temporary task teams to meet their future needs. Above all,

information and expertise are the skills that are of value. The culture is represented best

by a network. There is close link between departments, functions and specialties. The

organization quickly anticipates and adapts to change through relationship,

communication and integration. Influence in this team culture is based upon expertise

and up-to-date information where the culture is most in tune with results. The dangers for

this culture exist when there is a restriction in resources causing it to become more

‘Power’ or ‘role’ orientated Handy( 1993 ). In a task culture, teams are formed to solve

15

particular problems. Power derives from expertise as long as a team requires expertise.

These cultures often feature the multiple reporting lines of a matrix structure. It is all a

small team approach, who are highly skilled and specialist in their own areas of

experience.

2.5.4. Person culture

In this culture the individual is the central point .If there is the structure of an

organization, it exists only for the people in it without any super-ordinate objectives.

Barriers, chambers, architects partnerships, hippy communes, social groups, families, and

some small consultancy organization often have this person orientation (Handy, 1993).

2.6. Concept of Principals’ Leadership and Success

Leadership has been explained as a process by which one or more individuals succeed in

attempting to frame and define the reality of others (Smircich &Morgan, 1982, as cited in

Yukl, 2008). On the other hand, leadership can be expressed as the process of influencing

the activities of group individuals toward achievement of organizational goal (Rauch &

Behling, 1984). As a concept it is an act of articulating visions, embodying values, and

creating the environment within which things can be accomplished (Richards & Engle,

1986). The success of the school depends on the co-operation between these people and

the principal (Ibukun, 2011) The importance of school principal in leadership

responsibilities is becoming very significant particularly in promoting students

achievement (John, 2006). Often times, principals seem too busy with all the day-to-day

responsibilities of running their schools that they do not seem to have enough time to

practice leadership as expected.

Adedoyin (2013) states that “the school system is riffled with series of problems which

include shortage of funds and materials, incessant strike, poor academic performance,

cultism and drug addiction among students, examination malpractices, students and staff

indiscipline and so on.” The solutions to these problems cannot be guaranteed where

school leaders fail to use the appropriate leadership styles for specific situations in the

process of achieving the aims and objectives of the schools. To this end, the need for

smooth running of the school system calls for successful leadership. The principal as the

head of the school works together with other members of staff in setting the objectives of

16

the school. He/she, in co-operation with teachers works towards the achievement of

objectives. However, the principals’ success as a leader is measured in the school system

by how far he/she carries out tangential duties which often reflect personal effectiveness

(Ibukun, 2011). Work effectiveness of the school system requires an atmosphere of

mutual trust, understanding and cooperation between the school head and the

subordinate. Similarly leadership is an important aspect of an organization. This is due to

the fact that the degree of accomplishment of organizational goals by and large lies on the

degree of success of its leadership (Bolden, 2003). successful leader results in higher

performance where as unsuccessful leadership results in cripple organization. This is the

reason that when the leaders are effective, the subordinates are motivated and do up to

their best to achieve their organizational objectives.

2.7. The Link between School Culture and Success of the Leadership

Leadership and culture are intimately linked, and a school’s culture can be developed,

influenced, and managed (Trice, 1993). Many different leadership models are successful

in shaping a positive culture that continuously improves a school. Trice (1993) suggests

that leaders model culture and build values. They suggest that leaders reweave old

traditions and stories into present realities and new vision. The actions of a building

principal are central to the development of a school culture that is conducive to high

levels of academic achievement and learning. Principal’s mold and shape culture on a

daily basis. “What is often labeled as ‘fluff’ is more often the stuff of leadership and

culture” (Deal and Peterson, 1990).

2.8. Leadership Styles in Schools

Different leadership styles are adopted by different school leaders to influence student

success in a number of ways. A variety of leadership styles have been highlighted, but

most of them can be categorized into four broad styles (Yusuf, 2008).

2.8.1 Autocratic leadership

Dubrin (1998) describes the autocratic leadership style as a style where the manager

retains most authority for him or herself and makes decisions with a view to ensuring that

the staff implements it. He or she is not bothered about attitudes of the staff towards a

17

decision. He or she is rather concerned about getting the task done. He or she tells the

staff what to do and how to do; it asserts him or herself and serves as an example for the

staff. This style is viewed as task-oriented (Dubrin, 1998). In the case of secondary

schools where autocratic leadership is practiced, its application is most likely to be

characterized by arbitrary advances, arbitrary disciplinary measures, and termination of

services. The effect has always been dissatisfaction with work on the part of the

employees.

Balunywa (in Yusuf, 2008) argues that autocratic leaders in schools are more concerned

with despotic influence in order to get the job accomplished rather than with the

development and growth of subordinates. Autocratic leaders create a situation where

subordinates who do not want to realize the importance of work are forcefully led to

work (Mullins, 2002). According to Mullins (2002) autocratic leaders supervise

subordinates very closely to ensure compliance and the completion of work in the

designated time. Leadership is meant to be influential even where the situation seems

harsh so as to drive organizational intentions towards goal achievement.

2.8.2. Democratic leadership

However, as Oyetunyi (in Yusuf, 2008) points out the major point of focus is sharing of

authority. The manager shares decision-making with the subordinates. Even though he or

she invites contributions from the subordinates before making a decision, he or she

retains the final authority to make decisions (consultative). The manager may also seek

discussion and agreement with teachers over an issue before a decision is taken

(consensus). He or she may allow the subordinates to take a vote on an issue before a

decision is taken (democratic). He or she coaches subordinates and negotiates their

demands (Dubrin, 1998). This type of leadership is viewed as an important aspect of

empowerment, teamwork and collaboration.

David (2007) argues that effective democratic and participatory school administration,

leadership and management influence the trust levels of stakeholders. David (2007) study

focuses on a survey of the effectiveness of democratic and participatory school

administration and management in school. The implication of this study is that, school

heads who favor the use of the democratic style of leadership attach the same level of

18

trust to their stakeholders in the management of schools and engage subordinates in the

decision making process.

As pointed out by Kouznes and Posner (2003), school heads know that no one does his or

her best when feeling weak, incompetent or alienated. They know that those who are

expected to produce the results must feel a sense of ownership. Democratic leadership

can be effectively utilized their influence to extract the best from people and the most

effective and efficient educational climate can be created in a school when democracy is

employed. The democratic leadership practices in secondary schools outline procedures

to develop and use the potential of all the stakeholders of a school in order to create and

foster academic achievement of students by adding quality education. The principles of

democratic leadership are flexibly applied in order to create a climate in which all

stakeholders are able to express themselves freely and hence feel that they are part of the

democratic decision-making process.

2.8.3. Laissez-faire or free-rein leadership style

The laissez-faire leadership style is sometimes called the free rein or individual-centered

leadership style. This style makes the presence of the leader felt but gives workers

freedom to make individual or group decisions. The manager delegates almost all

authority and control to subordinates. There is no person of authority in the organization.

The manager leads the organization indirectly, he or she does not make decisions; rather

he or she abides by popular decisions. There is no setting of goals and objectives by the

manager. Tasks are done the way the manager thinks it should be done, but he or she gets

involved on request and this may lead to the digression from broad organizational policy.

Thus, this style of leadership may be effective with well-motivated and experienced

employees (Dubrin, 1998), but could lead to failure when subordinates are deceptive,

unreliable and untrustworthy.

2.8.4. Situational leadership

The situational theory of leadership assumes that an analysis of leadership not only

involves the individual traits and behavioral approaches to leadership, but also focuses on

the situation (Chandan, 2004). The focus is often on the situation and not the leader.

Different kinds of situations demand different characteristics and behaviors, because each

19

type of leader faces different situations. The leader is required to size up the situation and

choose the appropriate leadership style that will be effective for a situation, rather than

try to manipulate situations to fit a particular leadership style. Chandan (2004) asserts

that leadership is the leader’s ability to handle a given situation and is based upon the

leader’s skill in that particular area that is pertinent to the situation. The person most

likely to act as a leader is the one who is most competent for the situation of a given

group as the case may be. The nature of the situation dictates the style of leadership

because leadership success is dependent on the ability of a leader to fit in the prevailing

situation. Leadership effectiveness cannot be determined without understanding the total

situation including the follower’s traits such as abilities and education, structural

configuration of the school, role definitions, and internal and external environmental

conditions.

Mullins (2002) points out those two fundamental generalizations emerge from the above

set of characteristics. Firstly, the properties of the situation combined with the traits of the

leader to produce behavior on the part of the leader are related to the success of

leadership. Secondly, the characteristics of the situation have a direct impact on

achievement. The situation, for example, combines attitudes, education, knowledge,

experience, responsibility and power. It is also important to know the nature of the leader,

if effectiveness is to be accomplished.

Under the Tannenbaum and Schmidt’s Leadership Continuum model (in Yusuf, 2008), a

leader may influence his or her followers in two ways. It is believed that a leader may

either influence his or her followers by telling them what to do and how to do it or by

involving those in planning and the execution of the task. Leadership Continuum is one

of the most significant situational approaches to leadership. They suggest how managers

could choose a leadership pattern from a range of leadership styles. The choice is made

along a continuum of boss-centered versus employee-centered and autocratic

participative-free-rein leadership. For the leader to choose the most appropriate style, he

or she needs to consider certain forces in the manager, the subordinates and the situation

(Oyetunyi in Yusuf, 2008).

2.9. Indicators of Leadership Success

20

Determining leadership success is a multifaceted and complicated task. indicators of

Leadership success are many and varied throughout the literature. The criteria selected to

evaluate leadership success reflect a researcher’s explicit or implicit conception of

leadership. Most researchers evaluate success of leadership in terms of the consequences

of influence on a single individual, a team or group, or an organization. Fiedrel, 2005)

mentioned that the common indicator of leader success is the extent to which the

performance of the team or organizational unit is enhanced and the attainment of goals is

facilitated. There seems, however to be a general agreement that success is best

determined by the outcomes resulting from certain leadership activities. The examples of

these outcomes are as follows: Personal perceptions and personal judgments of others,

Goal attainment, Preparedness to address challenges or crises and types of decisions.

2.10. Organizational Culture and Success of the Leadership

In education system, there are deferent types of organizational culture that are practices

by schools; however these cultures depend on organizational structure lay down by

management or leadership. successful principal ship is, in general, a function adopting

the appropriate leadership behavior contingent on school condition.

Leadership can be defined as a process that directs and organizes individuals (Bennis

1989). Leadership is the art of weaving relationships in both an official and unofficial

capacity and motivating others to evolve and grow, complete their work, and learn from

the process. There are two aspects of leadership: (a) the art of leadership, which involves

vision, modeling, renewal, judgment, power, and trust; and (b) the science of leadership,

which includes team building, communication, decision-making, conflict management,

planning, and resource allocation. Sergiovanni (1990) defined leadership as consisting of

four concepts: bartering, building, bonding, and banking. Bartering provides the initiative

to get things started, while building and bonding allow for the support and inspiration

needed in school improvement.

2.11. Effect of School Culture on the Success of the Leadership

21

2.11.1. The positive effect of School Culture on the success of the leadership

Success is not doing a thing right, but doing the right thing Bennis(1989). Therefore, in

any discussion of successful leadership, it is necessary and essential that the leader should

consider the primary purpose for leadership in its purpose lies it is effectiveness and

success.

According to Bennis (1998), success of leadership is measured in terms of consequences

of the leaders’ actions for followers and others organization stake holders. Many different

types of outcomes have been the performance and growth of the leaders ,groups or

schools, its preparedness including to deal with challenges or crises, followers

satisfaction with the leaders, followers commitment to the group objectives, the

psychological well-being and leaders advancement to higher position of authority in the

organization. Finally, the impact of cultural assumptions and values on leadership is two

wolf. First school culture affects what philosophies leader prefer to use, school culture

affects the leader behaviors and the style their subordinates are willing to accept.

2.11.2. The negative effect of culture on the success of the leadership

According Bennis (1998) there are some leadership styles which have negative impact on

school culture and employee performance as positive or negative effect on outcome.

Autocratic and bureaucratic are perfect examples of such leadership style. One of the

characteristics of the autocratic and bureaucratic leadership style is that most of the

decision are made by one person; the manager who has total control over of the school.

Leadership style can negatively contribute to the employees performance in an

organization is when it comes to implementation of new ideas. An organization that has

an autocratic or bureaucratic culture has little or no room for junior employees to come

with unique ideas. That they might be having this is due to the manager and other senior

personnel might feel challenged, and intimidated hence they rarely allow junior

employees to come up with suggestion that might be use full to the growth and expansion

of the company.

In education system, there are deferent types of school culture that are practices by

schools; however these cultures depend on school structure lay down by management or

leadership. successful principal ship is, in general, a function adopting the appropriate

22

leadership behavior contingent on school condition. Leadership can be defined as a

process that directs and organizes individuals (Bennis 1989).

2.12. The Effect of Organizational Culture on Leader Style

Successful leaders engage in behavior to influence their subordinates. Studies conducted

at the university of Michigan and Ohio state (Bass, 1990 indicates that these leader

behaviors fall in to two category tasks (initiating structures) and people (consideration)

behaviors. Task behaviors involve providing direction to the employees in the job such as

goals, procedures, resources, allocating work etc. In the other hand, Breware 1993 in

Chen(2004) conducted research in the effect of organizational culture on employee leader

commitment, and it found that a culture that has a bureaucratic nature often has negative

relationship when culture is supportive, which result is greater commitment and

employee commitment. Organizational culture just like soul of organization and it will

bring the energy of the organization. Therefore, an encouragement of innovation services

and activities, an emphasis on the cohesiveness and consideration of staff can improve

leader style and the work of efficiency. Democratic leadership style can stimulate flowers

(teacher’s students, supervisors and principals) to change their current working culture,

communication; relation in terms of flowers will perform in efficiency.

2.13. Summary of Review of Related Literature

In summary, the attributes and practices that distinguish culture from each other, as well

as strategic organizational contingencies are predictive of the leader attributes and

behaviors, and organizational practices that most frequently perceived as acceptable are

most frequently enacted, and are most effective. There are no universally accepted

definitions of culture. According to Hinde (2014), school culture is an all-encompassing

element of schools, yet it is hard to find and difficult to define. Leadership and culture are

intimately linked, and a school’s culture can be developed, influenced, and managed

(Trice, 1993).

23

3. RESEARCH DESIGN AND METHODOLOGY

3.1 Description of the Study Area

This study was conducted in Oromia regional state shashemene Town secondary school.

Shashemene town is 250km from Addis Ababa. 90% of the life of the people around

shashemene town depends on farming and about10% of the people life depend on

merchant and other works. There are 9 secondary school in the Town. The researcher will

focus on 8 school of Administrative town which is 88.8% of the study. In this study the

respondent will be teachers, principals, PTSA chairman, Students and Supervisors. The

main purpose of this study is to assess School culture and its role on school leadership

practices carried out by school supervisors, school principals, teachers and student

councils in Shashemene Town secondary schools. To this effect, the research design,

source of data, sample of population and sampling techniques, instruments and method of

data analysis are stated here under.

3.2. Research Design

The descriptive survey research design was employed to study the problem. It is designed

to be used, because the method can provide precise information concerning the school

culture and success of leadership practices in the study area. Besides, it helps to draw

valid general conclusions. Therefore, in order to identify and analyze the existing

conditions of School culture and success of leadership practices, compare its existing

condition with the reviewed research findings of the past and to draw a general

conclusion of the study, the researcher is interested in using this research method of the

study. Beside mixed research methodology is employed in the study with the information

gained from questionnaire and semi-structured interview made with school principals,

supervisors, teachers and Student councils from the open-ended questions.

3.3. Sources of Data

The researcher used two sources of data. These are primary and secondary data sources.

The combination of both primary and secondary information obtained from different

groups of respondents and documents gave a clear picture of the status

24

3.2.1. Primary sources of data

The primary sources of data for this research were school teachers, supervisors, and

principals of schools and students’ councils of secondary schools of Shashemene Town.

Through questionnaires and interview to obtain first hand information were used.

3.2.2. Secondary sources of data

In the collection of secondary data the researcher used materials which consist to review

available, report and documents pertaining school culture and its role on school

leadership practice in secondary school.

3.4. Population, Sample and Sampling Techniques

The study were conducted in government secondary schools of Shashemene Town.

According to Shashemene Town education office, there are 9 secondary schools. Out of 9

government secondary school, 8 (88.8%) has been selected using random sampling

technique. Consequently, from a total population of 372 teaching staff of these sample

schools, 149 (40%) was taken as sample using stratified random sampling for each

school, because it have been address proportionality between/across schools. After this

simple random sampling particularly the lottery method will be used. Since the school

principals are responsible for the role of school leadership and facilitate the work of the

others. All the school principals of the sample schools were included in the study using

Available sampling. Accordingly, 8 school principals were included in the study. All 8

school students’ council of sample schools is taken as a sample using Available sampling,

because all are important for the study. Again school supervisors are involved in the

study by using Available sampling. Totally, 221 respondents meaning 149 teachers, 56

school students’ council, 8 principals and 8 school supervisors was included in the study.

25

Table 1: Total population, Sample size and sampling techniques

No Name of the

school

Teachers Principals Student councils School

supervisors

Pop. Sam % Pop. Sam. % Pop. Sam. % Pop. Sam. %

1 Shashemen

2dry school

70 28 40 1 1 100 7 7 100 1 1 100

2 Burqa Qero 50 20 40 1 1 100 7 7 100 1 1 100

3 kuyera 72 29 40 1 1 100 7 7 100 1 1 100

4 Selam 52 21 40 1 1 100 7 7 100 1 1 100

5 bulchana 48 19 40 1 1 100 7 7 100 1 1 100

6 langano 34 14 40 1 1 100 7 7 100 1 1 100

7 Hawi Boru 16 6 40 1 1 100 7 7 100 1 1 100

8 Alam Gaba 30 12 40 1 1 100 7 7 100 1 1 100

Total 372 149 40 8 8 100 56 56 100 8 8 100

S/Te

chni

que

Random

Sampling

technique

Stratified

random

sampling

Available

sampling

Available

sampling

Available

sampling

3.5. Data Gathering Instruments

In an attempt to collect data, questionnaires, and semi-structured interview was

constructed as main source of data gathering instrument.

3.4.1 Questionnaire

In order to gather the appropriate information about the effect of School culture on school

leadership practices in Shashemene Town, questionnaire were set for teachers, student

councils and school supervisors, in light of the literature reviewed. The questionnaires’

have four sections. The first section deals with about the demographic data including sex,

age, education level, qualification and length of service year. The second section deals

about organizational culture in terms of four distinct alternatives: power, role, and task

and person culture. The third section deals about leadership style (autocratic, democratic

and laissez-faire) practiced by students, teachers principals and supervisors. The last

section the questions related to factors affecting school culture. The questionnaire will be

26

made to be categorized in to five rating scales (5=strongly agree, 4=agree, 3=undecided,

2=disagree, 1=strongly disagree).

The questionnaires are written in English and translate to Afan Oromo as the researcher

believes that they could understand the questions. Questionnaires are structured with

closed and open ended type.

Pilot testing: Before administering the instrument of data collection, questionnaires were

tested for validity and reliability conforming this Wilkinson and Birningha (2003), have

stated that usually mistakes are quickly spotted through piloting; ambiguous questions

can be restated or developed.

In order to make the necessary correction and improvements on the questionnaire items,

pilot testing was conducted for the content validity out of sample school at Milto

secondary school found in Shashemene Town district. The pilot test was done with the

objectives of checking whether or not the item contained in the instruments could enable

the researcher to gather relevant information. The draft questionnaire was distributed and

filled with 22 teachers, 3 school leaders (principal, unit leaders, dep’t head) one

supervisors and 10 students’ council will be participated.

The reliability of the items was tested from non-sample respondents, and analyzed by

Cronbach's Alpha (α). The α value 0.71 for power culture, 0.73 for role culture, 0.69 for

task culture and 0.67 for person culture. In addition leadership style also assessed. The α

value for democratic leadership style was 0.81,for autocratic 0.77 for laissez-faire 0.68

Lastly for factors affecting school culture the α value collaborative leadership was 0.77,

for teacher collaboration .0.74, for professional development was 0.69,for unity of

purpose was 0.79, for collegial support was 0.67 and 0.81 for learning partnerships.

According to George and Mallery (2009), the Cronbach’s alpha value indicates that the

instrument is good to measure the intended objectives. Furthermore, content validation of

the instrument was carried out with the advisor. Based on the comment items setting and

arrangement, editorial, and language improvement was taken place. In addition, the given

sequence of items, vague questions and confusions modified and restricted to make clear

and ready for the final study.

27

3.4.2 Interview

Semi structured interview was employed. It is clear that if it is conducted well it can

produce in depth data not possible with questionnaire.

The principals were selected for interview because, they are small in number and their

position is important in describing the effect of School culture on school leadership

practices. Principals know the strength or challenges, weakness and opportunities of each

school communities. Therefore, they can have detailed information about the role of the

school culture on school leadership practices in current situation and factors that hinder

or enhance the practice in their school. This helps the researcher to get more and

significant information.

3.5 Procedures of Data Collection

Before distributing the questionnaire and conducting interview the researcher were made

contact with Shashemene Town Education office to get necessary data and letters of

permission and recognition. Second the researcher contact with school principals to get

accurate information regarding their population. Third school principal was

communicated to assign somone who helps the researcher as a school principal is busy

with daily routine activity. Fourthly, prior to distributing the questionnaire and either

directly to the process of data collection, necessary clarification of research information

about the objective of research information about the objective of the study will be made

to target group of the study by the researcher.

The questionnaires was distributed, for school principals, school supervisors, teachers

and student councils in the schools three days were given to the respondents to complete

on the implication and meanings of the items so, that the ear provide accurate information

with regards to the interviews, the researcher were contact the participants to obtain

permission to participate in the interview and it have been held in participants office. The

researcher was collect data by taking note during the interview and discussion later on;

researchers rearrange what has been collected and finally review the school documents

for the use of research activity.

28

3.6 Methods of Data Analysis

The researchers were collected both a quantitative and qualitative data from sample

respondents. The data which was collected through close ended questionnaires have been

tallied and tabulated. The interpretations were made with the help of frequency and

percentage. Having done the collection for the questionnaires, the work of tabulation was

carried out. The items was classified in to different tables in line with basic questions

each of the item is analyzed and interpreted. Analyzing the data can be both quantitative

and qualitatively. The qualitative data was analyzed by using narration. The quantitative

data obtained from questionnaire was tabulated, analyzed and interpreted by using

ANCOVA test and entered to SPSS (statistical package for the social sciences) version

20.

The data gathered through questionnaires was checked, coded, and classified with respect

to the respondents’ category and analyzed using mean, variance, standard deviation.

Additionally a series of one-way ANCOVA was used to examine the influence of the

independent variable on dependent variable. Finally the data obtained through semi-

structured interviews were transcribed and organized in categories and themes, and

discussed.

3.7 Ethical Consideration

Ethical permission was obtained from the respective Haramaya University; formal letter

was submitted to all the concerned bodies to obtain their cooperation, the interviewers,

who were educated, got informed written consent from the study subjects prior to the

study. Moreover, all the study participants were informed verbally about the purpose and

benefit of the study along with their right to refuse. Furthermore, the study participants

were reassured of confidentiality by explaining to them, their name and other identifier of

their status would not documented in the questionnaires and the information was kept

confidential that no one had opportunity to see the response except the researcher and the

information they provide was not be used for anything other than research purpose.

29

4. RESULTS AND DISCUSSION

4.1. Demographic Characteristics of the Respondents

This chapter deals with the presentation, explanation and descriptive analysis of result of

the study and discussion of the data that has been collected through questionnaire and

interviews from the selected sample schools. The collected data were coded, tabulated

and entered into a computer specifically through SPSS (Statistical Package for Social

Science) and analyzed quantitatively by applying descriptive and inferential statistics.

The data were scored by calculating the mean, standard deviation, percentage, and

frequency distribution. Overall, the data presentation and discussion procedure were

organized as follows.

The target groups of the researchers are 372 populations, the researcher selected 221

respondents as a sample, Questionnaires were administering to 149 teachers, 56 students

‘council, and 8 secondary school supervisors. All the questionnaires distributed to the

respondents are returned. Interviews were conducted with 8 principals and 8 supervisors.

The necessary information for this study was obtained by the researcher from the sample

teachers, school principals, supervisors and students council. Based on the responses

obtained from the sample respondents, their characteristics were examined in terms of

sex, age, service- year and academic qualification, and these were presented below in

table 2.

30

Table 2: Background of Respondents by Age, Service Year, Education

Qualification and Sex

Category Teachers Supervisors Students council School

principals

Age F % F % F % F %

15-19 - - - - 32 57.1 - -

20-24 20 13.4 - - 20 35.7 - -

25-29 45 30.2 2 25.0 - - 5 62.5

30-34 35 23.5 - - 1 12.5

35-39 20 13.4 5 62.5 - - 1 12.5

40-45 20 13.4 1 12.5 - - 1 12.5

46-50 6 4.0 - - - - - -

>50 3 2.0 - - - - - -

Total 149 100 8 100 56 8 100

Service F % F % - - F %

1-5yrs 20 13.4 8 100 - - 8 100

6-10yrs 80 53.7 - - - - - -

11-15yrs 20 13.4 - - - - - -

16-20 17 11.4 - - - - - -

21-25 12 8.1 - - - - - -

Total 149 100 8 100 - - 8 100

Education

qualification

F % F % F % F %

Diploma 4 2.7 - - - - - -

BA/BSC/BED 139 93.3 7 87.5 - - 8 100

MA/MSC/MED 6 4.0 1 12.5 - - - -

Total 149 100.0 8 100 - - 8 100

Sex F % F % F % F %

Male 108 72.5 8 100 38 67.9 8 100

Female 41 27.5 - - 18 32.1 - -

Total 149 100 8 100 56 100 8 100

Source: Field Survey 2019

As shown in the table-2 above most of the students ‘council respondents were below the

age of 20 that 32 (57.1%) respondents lies on 15-19 and 20(35.7%) respondents were

between the ages of 20 to 24. For teacher respondents in the age of 20-24 was (13.4%).

The age of 25-29 was (30.2%). The age of 30-34 respondents was (23.5%). The age of

35-39 respondents was (13.5%).This shows that the age of respondents composed of

31

different age groups enables to understand the culture of secondary school in general

from different perspectives.

Table-2 shows gender profile of respondents. Accordingly, a total of 154(80.13%)

respondents were male. Whereas 59(27.7%) of them were female. On the other hand,

108(72.5%) and 41(27.5%) respondents of teachers were male and Female respectively.

When we come to the gender of students ‘council, 38(67.9%) were male and 18 (32.1%)

were female and all supervisor and head of school were male.

As we observe from the table-2 the number of male teacher and students ‘council

respondents more than the number of female respondent. This implies that the

participation of female is low and the male dominant the academic staff; supervisor and

head of school of Shashemene Town. In addition to this, those respondents could have

their own implication of building cultural patterns at subculture and organizational level.

As it is indicated in the table 2 above, 139(93.3) teachers’ respondents, all principals and

seven supervisors were Bachelor degree holders. As we understood from the data,

teachers have more bachelor degree holder. On other hand only one supervisor hold MA

Degree and the rest are BA Degree holders and school head were not hold MA/MSC

degree to fit the position according to the criteria of Ministry of Education. In addition to

this, those respondents could have their own implication of building cultural patterns at

sub-culture and organizational level. The effectiveness of leaders also determined by

principal qualification in areas of leader.

As it is indicated on the table-2 above 20 (13.4%) respondents of teacher have service

less than five years,80(53.7%) of them served 6 to 10 years 20(13.4%) respondents have

served 11 to 15 year:17(11.4%) respondents have served 16-20 year, 12(8.1%)

respondents were served 21-25 year ,and 9(7.31%) respondents were served more than

26 year, On the other hand, the supervisor respondents serve less than five year. Most

principal respondents served less than five years. They can have different understanding

and experience the concerning the GSS culture of Shashemene Town. The existence of

respondents with different years of service, were in valuable in providing the real culture

profile of school. This was due to different experiences in developing in school easily

identifying what type culture they practices in organization.

32

4.2. Analysis and Interpretation of Data

Under the above sub topics, the study tries to address the basic question of the study from

the data obtained from all group of respondents through questionnaire and interview

quantitatively and qualitatively, accordingly, the following topics and contents were

analyzed and interpreted.

4.2.1. School Culture in current situation in Secondary School of Shashemene Town.

Table- 3: School Culture Type in Secondary School of Shashemene Town in Current

Situation

Culture type Respondents

category

N M Stan.

Dev.

F Sig.

Power Teacher 149 2.09 1.12 1.13 0.37

Student council 56 2.23 1.10

Supervisors 8 2.05 1.25

Grand mean 213 2.16 1.16

Role Teacher 149 3.10 1.18 2.36 0.17

Student council 56 3.56 1.13

Supervisors 8 2.45 1.74

Grand mean 213 3.03 1.35

Task Teacher 149 2.64 1.37 1.01 0.42

Student council 56 2.62 1.2

Supervisors 8 3.21 1.3

Grand mean 213 2.82 1.29

Person Teacher 149 2.40 1.025 1.74 0.205

Student council 56 2.46 1.02

Supervisors 8 2.72 0.53

Grand mean 213 2.52 0.85

*N=213, Significant at alpha level0.05 df between 2 and 212 for teachers, student councils

and supervisors *Table value df(2,212)=3.09 at 0.05and 4.82 at 0.01.M=Mean, std=standard

deviations

The four culture type (according to Hand’s 1993) Classification were analyzed as shown

in the table-3 as clearly indicated in the table above, power culture has been rated with

the highest mean value (M=2.23) by students ‘council respondents, were as it has been

rated the least mean value (M= 2.05) by supervisors respondents. A mean value score

2.09 was the value provided for the power culture by teachers respondents. The

corresponding results of one-way ANCOVA (F= 1.13, P=0.37) indicated that there is no

33

statically significance difference in perception among the three group of respondents.

This means teacher, students’ council and supervisor have the same views concerning the

power culture available in the general secondary school of Shashemene Town in the

current situation, The overall, which the three group of respondents rated the highest

mean score 2.16 for power culture.

For role culture type the highest mean score (M=3.56) obtained from the students

‘council respondents in the mean value score (M=3.1) were rated by teacher respondents.

Role culture type has been rated with the least mean score (M=2.45) by supervisor for

role culture type. The ANCOVA test result (F=2.36, P=0.172) showed that there is no

statistically significance difference in perception among the three categories of

respondents, it is imply that the teacher student council and supervisor have the same

perception regarding the current role culture in secondary schools of Shashemene Town.

The overall, which the three groups of respondents rated the highest mean score 3.03for

role culture.

Unlike the previous two cultural type the third cultural type was task culture which has

been rated with the highest mean score (M=3.21) by supervisors respondents. The mean

score of 2.64 and 2.62 were the mean values in the second and third position and obtained

from a teacher and student council respondents respectively. The test of difference among

the three groups (F=1.01) which was greater than critical value and (p=0.42) which was

greater than the significance level at a=0.05 reveals that there is no statically significance

difference in perception of the respondents. This indicates that the three groups were in

agreement with respect to the task culture in secondary schools of Shashemene Town.

The overall, from the three group of respondents rated the highest mean score is 2.82 for

task culture.

Finally from the three categories of respondents, person culture has the highest mean

values (M=2.76) from supervisor respondents and the mean values score (M=2.46) which

was obtained from students’ council respondents. At the end the least mean score for

person culture is scored by teacher respondents was (M=2.4). The result is one-way

ANCOVA (F=1.74) which is greater than the significance level at (a= 0.05) shows that

there is no statistically significant difference in perception among the three groups

respondents. This means that teachers, students’ council, and supervisors views of the

34

current situation of person culture at secondary school of Shashemene Town were the

same. The overall, from the three groups rated the highest, score 2.52 for person culture.

4.2.2 School culture in current situation as perceived by teachers

As it can be observed from table four above, the teacher rated 2.09, 3.1, 2.64 and 2.4

mean values for power, role, and task and person culture respectively. The data indicates

that the highest mean score was awarded to the role culture. Next to this for task, person

and power culture occupied 2nd, 3rd, and 4th respectively. This implies that teachers

perceived the dominant school culture of secondary school to be role.

According to Hand’s (1993) which was explained in the literature review of the study. In

a role culture, people have clearly delegated authorities within a highly defined structure.

Typically, these organizations form hierarchical bureaucracies. Power derives from a

person’s position and little scope exists for expert power. It is controlled by procedures,

descriptions of roles and authority definitions. Predictable and consistent systems and

procedures are highly valued.

Successful leadership is visionary, innovative, and risk-oriented .The glove that hold

together the organization is commitment to experimentation and innovation emphasize is

on being at the leading edge of knowledge, products and/or service. Readiness is for

changes meet new challenges important. The organization long term emphasize is a rapid

growth and acquiring new resource means producing uniform and original products and

service.

Interview made with the principal of schools reveals that, as principals 1, 2and 3 there is

high struggle to change on the parts of teachers. They always try to innovate new ways to

do things to make school exemplary. This indicates that in current situation the school is

dynamic ‘and in apposition of teaching and leading in new ways of doing things. In

addition to this principal 4, 5, 6,7and 8 explain the school also improved by open

communication channel, respects staff creativeness, encouraging their ideas in order to

help to communicate each other and pursue school goal.

35

4.2 .3 School Culture in the current Situation as Perceived by Students ’Council

As depicted on the Table-3 above, the students’ council rated 2.23, 3.56, 2.62, and 2.46

mean values for power, role, task, and person culture respectively. The data showed that

the highest mean values were given to the role culture it continues with person culture,

which rated with the mean value were 2.46 and the mean values rated by respondents

were 2.23 and 2.62 for power and task culture respectively. This showed that the

dominate school culture of the GSS as perceived were role.

Handy suggests that this culture is appropriate in organizations which are not subject to

constant change. The culture functions well in a steady-state environment, but is insecure

in times of change. The role culture is typified in government departments, local

authorities, public utilities and the public sector in general. This sort of culture finds it

extremely difficult to change rapidly. The role culture is typified by rationality and size.

Role cultures are likely to be most successful in stable and predictable environments over

which the organization is able to exert some control or where product life spans are long.

Therefore, an organization with this type of culture can find it difficult to survive in an

environment that requires the ability to be adaptive and responsive to dynamic changes.

4.2.4 School Culture in Current Situation as Perceived By Supervisors

In the Table-3 above, the extremely school supervisor 2.05, 2.45, 3.21, and 2.72 mean

valves for the power, role, and task and person culture respectively The highest mean

values was awarded to the task culture. Next to this person, role, and power culture

occupied the second, third, and fourth position respectively.

Achievement culture is often referred to as task culture, which entails that organizational

member’s focus on realizing the set purpose and goals of the organization. The

organizational structure is like a net, with some of the strands of the net thicker and

stronger than others (Harrison, 1993). The completion of a task is important as team

work rather than the promotion of individual positions or work (Hampden-Turner, 1990).

Unlike role-oriented culture, where positional or personal power plays an important role,

skills, competencies and expert power form the core of achievement-oriented culture.

Therefore, authority is based on appropriate knowledge and competence.

36

The main strategic objective of this culture is to bring the right people together, in order

to achieve the organizational goals (Brown, 1998). This suggests that the achievement-

oriented culture is similar to team orientation as a characteristic of organizational culture.

Formal rule and polices hold the school together in the interview made with the principals

of schools respondents said that, school supervisor give support what they believe should

be without negotiating the principals and considering the situation in the school and/or in

the zone. This statement can strengthen the pervious result that the supervisor’s thinks

school to be dominating task culture type.

4.3.Dominant School Cultures in secondary Schools of shashemene

Town in the Current Situation

In the previous sections, the organization culture of secondary school of Shashemene

Town is perceived by each category of respondents (teachers, students’ council, and

supervisor) was assessed separately. However, in this section the overall perception of

the respondents has been assessed. As it can be seen from Table 4 above: the grand mean

score 2.16,3.03, 2.82,and 2.52 rated for power, role, task, and person culture types by

overall groups in their respective order shows that the highest average point was provided

for role culture. This indicates that the current or existing dominant culture of general

secondary school of Shashemene Town was a role culture types in nature.

Hand’s (1993) notes that, this type of culture focuses mainly on job description and

specialization. In other words, work is controlled by procedures and rules that spell out

the job description, which is more important than the person who fills the position. The

advantages of role culture are: well-designed structures and systems make room for

efficient operations and reduce the time for learning jobs, clear lines of authority and

responsibility reduce conflict, turf battles, confusion and indecision, clear, fair rules and

guidelines protect individuals from exploitation and abusive use of power, routine and

predictability provide security and reduce stress.

Formal procedures generally govern what people do. The leadership in organization is

generally considered to exampling, coordinating, organizing or smooth running

efficiency. The glue that holds the organizations together is formed rules and policies.

Maintain a smooth-running organization is important. The organization emphasized

37

parlance and stability. Efficiency, control, and smooth operation are important. The

success of organization based on having the unique or newest products. It is a product

leader and innovator.

4.4 The Leadership Style as Perceived by Teachers, Students’ Council,

and Supervisors

The three-leadership styles are democratic, autocratic, and laissez-faire classifications

were analyzed as show in the Table-4, As it is clearly indicated in the table below, the

democratic leadership style has been rated with the highest mean valve (M=2.68) by

students ‘council respondents, were as it has been rated with the mean value (M=2.34) by

teacher respondents and a mean values (M=2.58) was the value provided for the

democratic leadership style by supervisor respondents. The corresponding results of one

way ANCOVA (F=1.51, P= 0.64) indicated that there is no statically difference in

perception among the three groups of respondents regarding the democratic leadership

style. This implies that teachers, students ‘councils, and supervisors have the same view

concerning the leadership style, which exercised by the principals at General Secondary

School of Shashemene Town.

For autocratic leadership style the highest mean score (M=2.52) was obtained from the

students’ council respondents. Were as it has been rated with the mean valve (M= 2.42)

by teacher respondents, and the mean value (2.28) was value provided for the autocratic

leadership style by supervisor respondents. ANCOVA test result (F=1.49, P=0.88)

showed that there was no statically significant difference in perception among the three

categories of respondents, This implies that the teachers, students ’council, and

supervisor have the same view regarding the current autocratic leadership style at GSS of

Shashemene Town. In this case principals of the school take it consideration the school

plan and its implementation without initiative of staff and students, In addition to this, the

success of schools were the results of principal’s strong motivation and give direct and

immediate assistance to achieve the goal. This shows that the principal couldn’t consider

human relation.

38

Table-4: The leadership style used in School’s by principals that perceived by Teachers,

Students’ Council, and Supervisors

Leadership style Respondent

category

N M Stad. Dev F Sig

Democratic

Teacher 149 2.34

1.26

1.51 0.64

Students council 56 2.68

Supervisors 8 2.58

Grand mean 213 2.53

Autocratic

Teacher 149 2.42

0.98

1.49 0.88

Students council 56 2.52

Supervisors 8 2.28

Grand mean 213 2.40

Laisser Faire

Teacher 149 2.13

1.41

3.01 0.54

Students council 56 2.66

Supervisors 8 1.46

Grand mean 213 2.08

*N=213, Significant at alpha level0.05 df between 2 and 212 for teachers, student councils and

supervisors *Table value df(2,212)=3.09 at 0.05and 4.82 at 0.01.M=Mean, std=standard

deviations

The third leadership style was laissez-faire has been rated with the highest mean score

(M=2.66) by students council respondents’ mean score of 2.13 and 1.46 were the mean

Values in 2nd and 3rd position which were obtained from teachers and supervisors

respectively. The test among the three groups (F=3.91) which was greater than the critical

values and (p=0.54) which was greater than the significance difference in perception of

the respondents. This indicates that the three groups were in agreement with respect to

the laissez-faire at Shashemene Town General Secondary School.

Finally, democratic leadership style which used by principals as perceived by three group

of respondents has got the highest the mean value (M=2.53) by sub group, a mean value

2.40 from sub groups for autocratic leadership style, and mean values (M=2.08) from the

sub group which given for laissez-faire leadership style. The results of one-way

ANCOVA shows that it is less than table value , it means that there is no statistically

significant difference in perception among the three groups of respondents. This means

39

than teachers, students’ council, and supervisors perceive in the same view on the current

democratic leadership style GSS.

4.4.1 Principals’ Leadership Style Perceived by Teachers

As it can observe from Table-4 above, the teacher rated 2.34, 2.42, and 2.13 mean values

for democratic, autocratic, and laissez-faire leadership style respectively. The data shows

that the highest mean value was awarded to the autocratic leadership style practiced by

principals. These imply that teachers perceived the current practice of leadership style

used by general secondary schools principals to be autocratic leadership style.

According to Koontz (1990) which is explained in the literature review of the study, the

autocratic leadership style is characterized by determine organization policy, standard of

performance and assign tasks to members without consulting them. In addition to these

leadership expert (2010) notes us autocratic leader style have the following character: one

person, leader mentor everything does not consults members, does not participate

followers, and does not initiate new idea and the center of coordinator, made decision.

Finally, there is no open communication between leader and follower (Mind Tool)

4.4.2 Principals’ Leadership Style Perceived by Students’ Council

As it clearly indicated on the Table-4 above, council perceives the current leadership

style used, in secondary school by principals rated 2.68, 2.52, and 2.66 mean values for

democratic, autocratic, and laissez-faire leadership style respectively. The highest mean

score rated by students ’council was democratic leadership style practiced by principals

in general secondary school.

In generally, the overall three groups of respondents the current practice of secondary

school principal leadership style were democratic. According to Ayalew (2000:24), of the

three style of leadership, followers choose the democratic style the best. In addition to

this, leaders which work in education maintained that schools are effective those, which

use group work, consultation, and participation.

4.4.3 Principals’ Leadership Style Perceived by supervisors

As shown in table 11.above, the current leadership style used in general secondary school

by principals, as perceived by supervisors rated 2.58, 2.28 and 2.1.46mean score for

40

democratic, autocratic, laisser-faire style respectively. The highest mean score rated by

supervisors was democratic leadership style practiced by principals in general secondary

schools.

In general, the overall three groups of respondents the current practice of secondary

school leadership style where democratic. According to Ayalew (2000:24), of the three

style of leadership, followers choose the democratic style is the best. In addition to this,

leaders which work in education maintained that school are effective those which group

work, consultation, and participation.

4.5 The Correlation Between Leadershipstyle and Organization(school)

culture type

The spearman’s Rho correlation test was conducted to see the association between four

type of school culture and the level of leadership style practice in the form of democratic,

autocratic and laisser-faire and to see which among the three styles will have higher

correlation with any of the four cultures. The result was presented in table 5 below.

It was shown that democratic leadership style was having the highest coefficient of

correlation (r=0.89) with power and role, task and person culture. Pfeire(2000) suggests

that the value under 0.2 and above 0.91 are very low and very high coefficient of

correlation respectively. The value between 0.21 and 0.4, 0.41 and 0.7, 0.71 and 0.91

were low, moderate and high respectively.

As shown on table 5 below autocratic leadership style had the highest correlation (r=0.83)

with the role culture, power and person (0.79), and task (r=0.76) culture. On the other

hand, laisser-faire leadership style had the highest correlation with the task and person

(r=0.75), power and task (r=0.72) culture. This implies that there was high negative

correlation between the score of democratic, autocratic, and laissez-faire style with

power, role, and task and person culture. Autocratic leadership style score shows that, the

coefficient correlation is significant relationship with person culture (r=0.84), P>1

followed by role culture score (0.84, p>0.1), and then by laissez- faire(r=0.72, p>1) there

is statically significant relationship between all leadership style categories and power,

role, task and person culture. This indicates that there is high correlation between school

dominant culture and leadership style.

41

Table 5: Sperman Rho correlation leadership style and organizational culture type

Pow

er

Role Task Pers

on

Democra

tic

Correlati

on

0.89

**

0.88

**

0.85

**

0.89

**

Sig(2-

tailed)

0.15 0.02 0.02

1

0.02

3

Autocrat

ic

Correlati

on

0.83

**

0.72

**

0.76

**

0.79

**

Sig(2-

tailed)

0.31 0.31 0.31 0.29

Laissez-

faire

Correlati

on

0.72

**

0.75

**

0.72

**

0.75

**

Sig(2-

tailed)

0.08 0.63 0.08 0.08

** Correlation is significant at the 0.05 (2-tailed)

Generally, democratic leadership style had a significant relation with(r=0.89) power

(r=0.88) role, (r=0.85) task and (r=0.89) person culture. According to Pfeiffer, (2000) the

relation is high due to the coefficient was found between 0.71 and 0.91. This implies that

power culture characterized by teamwork, consensus and participation. Democratic

leadership considers human and task or job of the organization both equally. Due to this

all cultures were high correlation with democratic leadership.

4.6. Ordinal Regression Analysis

4.6.1. PLUM-The Ordinal Regression Model Of Organization Culture and

Democratic Leadership Style

The regression models were to test the degree of the relationship between the school

culture (power, role, task, and person) and leadership style (democratic, autocratic, and

laissez-faire).

As showed on the table 6 below, the ordinal regression of power culture related with (ß=-

5.6), role (ß =-2.5), task (ß= -5.6), and person (ß= 1.2) democratic leadership style with

the significance of 0.6, 0.68, .33 and 0.6 respectively.

42

Table-6: Ordinal Regression Models of School Culture and Democratic Leadership Style

School culture

dimension

ß SE DF Sig

Power -5.6 10.9 1 0.6

Role -2.5 6.3 1 0.68

Task -5.6 5.8 1 0.33

Person 1.2 9.8 1 0.6

From the results of ordinal regression, democratic leadership style negatively regression

with power, role, and task culture and positively related to person culture.

4.6.2 PLUM-The Ordinal Regression Model Of Organization Culture and

autocratic Leadership Style

The regression models were to test the degree of relationship between the school culture

(power, role, task and person) and leadership style (democratic, autocratic, and laissez-

faire).

As showed on the table 7 below the ordinal regression of power culture related with (ß

=2.8), role (ß =2.6), task (ß =0.85), and person (ß =0.45) autocratic Leadership Style with

significance of 0.09, 0.11, 0.04 and 0.75 respectively.

Table-7: Ordinal Regression Models of School Culture and autocratic Leadership Style

School culture

dimension

ß

SE

DF Sig

Power 2.8 1.6 1 0.09

Role 2.6 1.6 1 0.11

Task 0.85 1.5 1 0.04

Person 0.45 1.4 1 0.75

43

From the result of ordinal regression, autocratic leadership style positively regression

with power, role, and task culture and positively related to person culture.

4.6.3 PLUM-The Ordinal Regression Model Of Organization Culture and Laissez

Leadership Style

The regression models were to test the degree of relationship between the school culture

(power, role, task and person) and leadership style (democratic, autocratic, and laissez-

faire).

As showed on the table 7 below the ordinal regression of power culture related with (ß

=1.5), role (ß =2.8), task (ß=1.2), and person (ß =0.04) laissez-fair leadership Style with

significance of 0.06, 0.7, 0.21 and 0.95respectively.

Table-8: Ordinal Regression Models of School Culture and Laissez-fair Leadership Style

School culture

dimension

ß

SE

DF Sig

Power 1.5 1.6 1 0.06

Role 2.8 1.6 1 0.7

Task 1.2 1.5 1 0.21

Person 0.04 1.4 1 0.95

From the result of ordinal regression, laissez faire leadership style is positively regression

with power, role, task culture and person culture.

`

44

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Summary

The purpose of the study was to assess the effects of school culture on success of leadership

in the selected GSS of Shashemene Town. The following basic question were raised in the

study.

1. What is the dominant type of school culture that plays the role in the success of

leadership in government secondary schools of Shashemene Town?

2. To what extent school culture plays the role in the success of leadership in secondary

schools of of Shashemene Town?

3. What leadership style is successful in relation to school culture as perceived by

teachers, students’ council, and supervisors in governmental secondary Schools of

Shashemene Town?

To answer the above questions descriptive correlation design have been employed.

Before such questionnaires were administered for the main study, a pilot test had been

conducted. Through the pilot study, based on the feedback given some reconstruction

were made on items and some items were modified and retained while less effective once

were discarded. After the questionnaires in the pilot study, eight page questionnaires was

developed for main study and distributed to respondents.

The study was carried out in eight selected GSS of Shashemene Town. The subject of the

study were teachers (Male=108 and F=41students ‘council (M=38 F=18), eight

supervisor (all male), interview with eight principals (all male) were used in the study to

gather quantitative and qualitative data. The entire questionnaires distributed were

returned to the researcher and the return rate was 100%.Therefore, the total subject of the

study were 221 (M=162 F=59) in number the data was collected from the above groups

‘through questionnaires and interviews. The collected data were analyzed using statistical

tools such as descriptive and inferential statistics were used.

Qualitative data is using to supplement quantitative data. Based on the results of data and

analysis done, the following main findings were obtained.

45

Finding related to the perception of teachers, students ‘council, and

supervisor.

Regarding organizational/school culture and leadership style at GSS of Shashemene

Town in current situation, the three groups have their own variations and/or similarities.

The present demographic profiles showed that, the majority of teachers lies between the

age category of 25-29 and 30-34 years were45 (30.2%) and 35(23.5%) respectively. The

others found between 20-24, 35-39, and above 40 years categories were

20(13.4%),20(13.5%, and 6(4%) respectively. However, supervisors and head of school

found between 25-29, 35-39, and 40-45 years categories.

Regarding to the sex 154(80.13%) were male and 59(29.80%) were female,4 (2.70%),161

(92.05%, and 7(8.25%)holds diploma, first degree and second degree respectively The

majority of teachers served less than five years and between 6-10 years were 36(53.7)

and 80(71.7%) respectively. The finding of demographic profile with respect to academic

rank teachers who diploma holder, supervisor, and head of school who first-degree holder

.supervisor, and head of school who first-degree holder.

Finding Related to the Dominant type of School Culture

Finding Related to the Dominant type of School Culture in Shashemene Town shows that

the majority of secondary school were dominated by role culture with the highest mean

scores of 3.03. In terms of four dimensions currently general secondary school is

dominated by role culture. That is very families place. It is like an extended family,

people seem to be shared a lot of them, and the leadership in organization is generally

considers to exemplifying, mentoring, facilitating, or nurturing.

However, the others dominant organizational culture was task.. They tend to be very

dynamic. They are constantly subject to change and have to create temporary task teams

to meet their future needs. Above all, information and expertise are the skills that are of

value. The culture is represented best by a network. The organizational glue that holds the

GSS together is formal rules, policy, and maintains a smooth-running organization is

important. Besides this, organizational emphasizes permanent and stability Efficiency,

46

control, and smooth operation are important. At finally, success of organization was

based on the unique or newest products. It is a product leader and innovator.

Finding Related to the Current Leadership style perceived by

respondents

Finding related to leadership style practiced by principal, and perceived by teachers,

students ‘council, and supervisors in the current practice of leadership style used at GSS

of Shashemene Town to be principals ‘leadership style with the highest mean scores of

2.53, 2.40, and 2.08 for democratic, autocratic, and laissez-faire style respectively. In

terms of the current situation, the principals of general secondary schools exercised

democratic leadership style. As Burns (1978) suggested that effective leader to make

group members interested maintain employee’s moral, interpersonal relationship and

psychological needs. In addition to this, the success of schools were the results of

principal’s strong motivation and give direct and immediate assistance to achieve the

goal. This shows that the principal couldn’t consider human relation.

Finding Related to factors of school culture

The finding of the study show that the dominant school culture in secondary schools of

Shashemene Town is professional development with an average score of 3.85, followed

by learning partnership with an average score of 3.84. The next highest score was

collegial support with an average score of 2.83 followed by unitary purpose with an

average score of 2.72. Finally collaborative culture had an average score of 2.73 followed

by teacher collaboration with an average score of 2.79.

Over all the findings indicates that Shashemene Town general secondary school are

giving due to importance to continuous personal development and school wide

improvement (professional development, average score 3.85) teachers to update

professional knowledge and instructional practice. In addition the results (learning

partnership, average score 3.84 indicates that teachers, parents and students work together

for the common good of students.

47

5.2. Conclusions

Based on the summarized points of the study, the following conclusions were made.

Regarding the organizational culture at general secondary school, it was found that the

general secondary school dominated by role culture in the current situation this indicates

the organization is very controlled and structured place. Formal procedures generally

govern people what they do. Leadership in organization was generally considered to

exemplifying, coordinating, or smooth running efficiency. The glue that holds the

organization together was formal rules and policies. Maintain a smooth-running

organization is important. In a role culture, people have clearly delegated authorities

within a highly defined structure. Power derives from a person’s position and little scope

exists for expert power. It is controlled by procedures, descriptions of roles and authority

definitions. Predictable and consistent systems and procedures are highly valued (Handys

1993)

Culture could play an important role in bringing friendly relationship and cooperation

among the members of school and empower for developed a sense of respect, loyalty,

innovation and confidence’s that build a culture of trust which has positive influence on

outcomes of students, satisfaction of teachers and perception of other stake holders.

With respect to the practice of principal leadership style in the current situation, the

finding showed that, the three group of respondent’s choice different style. However,

leadership is a dynamic process a leader should always be a state enough to use the right

type of leadership offer thoroughly assessing a prevailing situation. In order to do so,

he/she examine the nature of task, human relation, commitment of employees,

motivations and links capabilities and the nature of individual and group he/she leads. In

this case, principals establishing behavioral norms, instructional support, carry out and in

the school reforms designed to build cultural foundation of school excellence and the

principals’ effectiveness also measured by teachers, students of their satisfaction,

commitment, unit of performance, From this, we conclude that democratic leadership

style is preferable. According to (Ayalew 2000:24) suggested that, of the three style of

leadership, followers choose the democratic style the best. In education, it has been

maintained that schools are effective are those which use group work, consultation and

participation. Regarding to the factors of school culture Most Shashemene Town

48

principals tend to pay attention to the development of their teachers. As the result of

principal attention teachers are alert to improving themselves and also attentive to the

needs of parents and students.

To sum up, the study indicated that even through there is different perceptions among

three groups of respondents with respect to what they found dominant school culture, is

role. Leadership style is democratic.

5.3. Recommendations

One important thing to be notes here is that, there was no best solutions that could

improve the role of culture on leadership success in the secondary schools, all are at a

swift. Indeed, one cannot expect such precise lists solutions for all factors that are

responsible for role. However, the following may be regarded as a possible

recommendation were forwarded to be used by practitioners and decision makers in

order to minimize the effects of school culture on leadership success in trustfully.

Based on the summary and conclusion of the study, the following recommendation was

proposed.

1. The general secondary school of Shashemene Town principals should be concerned about

the role of school culture on leadership success, because of its influence on role culture.

Therefore, the school leadership (principal) concentrates effort to diagnosis and change

the prevalent role culture. The new culture should be task .Removing bureaucratic

barriers may contribute somewhat to create high trust, openness, participation.

2. The general secondary school of Shashemene Town practices leadership style in current

situation is democratic style. In order to promote democratic leadership style in the

school the researcher recommended at the school level, away with top down decision-

making processes, distribute the responsibility and power for leadership widely

throughout the school, share decision-making powers with staff, and allowing staff to

manage their own decision-making committees, take staff opinions into account, ensure

effective group problem solving during staff meetings, provide autonomy for teachers,

alter working conditions so that staff has collaborative involvement in decision-making

related to new initiatives in the school.

49

3. The principals design to change role culture to Participatory, innovative and by

promoting values and beliefs of culture that especially contributed a lot for organization

image building and success. Democratic leaders need to ensure that all faces of

organization reward and promotion system, organizational structure, management style,

training, communication, symbolism, procedures reflect the values and beliefs of school.

At the end school principals should also implement the school community suggestion that

support the organization values and beliefs.

4. The existence of different policy in the school levels are in adequate. Therefore, OEB

should encourage the school to produce different policy in school which has great

contribution for positive school culture and increase policy of the democratic

management in school to enhance the success of the leader.

5. Supervisors, principals and teachers should be ready for change to improve school culture

for improving teaching learning process. School leader should give feedback that can

solve problems based on the actual school situations.

6. There is a relationship between organizational culture and leadership style. The extent of

relationship between dominant school culture and leadership style is high and negatively

affects the styles of leaders. Principals should understand and nurture school culture

before they begin change.

7. Individual and cultural discrimination maintains privileges for particular groups, while

creating disadvantages for others and creating all type of discrimination while

empowering school culture. Therefore, successful leadership is the ability to recognize

how to relate to those who are different groups from our own. These include race, class

gender, physical abilities and sex orientation. In addition to this leaders should consider

religion, education back ground, geographical location, family income, and parent status.

8. This research provides small inputs of the effects of school culture on success of

leadership in secondary school of Shashemene Town. Hence, a wide study which

incorporates both governmental and private secondary schools, should be made in order

to find the culture type, leadership style that contribute to leader success.

50

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55

7. APPENDECES

APPENDIX-A

Haramaya University

School of Graduate Studies

College of Education and Behavioral Sciences

Department of Educational Planning and Management

Questionnaire to be filled by teachers

Dear respondents: I am a postgraduate student at the Department of Educational

Planning and Management, Haramaya University, who conducts a thesis research on the

topic, entitled “The Role of School Culture on Success of Leadership in Secondary

Schools of Shashemene Town”. The result and success of the study will depend on the

quality of your response. Hence, I request you kindly to provide accurate and honest

responses to the items presented. Your identity will be kept confidential and your

responses will be used only for academic purposes. Please respond to all the questions.

Thank you in advance for sacrificing your precious time!

General Directions:

➢ No need to write your name

➢ Put a tick (√) mark in the box where alternative answers are given

➢ Give precise and short responses to open-ended questions, and please follow instructions

provided for each part.

➢ Please give only one answer to each item unless you are requested to do otherwise.

Part I: Background Information of Respondents

1. Your school name________________________________

2. Sex Female Male

3. Age

20 – 24 years 25 – 29 years 30 – 34 years 35 – 39 years

56

40 – 45 years old 46 – 50 years old More than 50 year

4. Level of Education (Academic Qualification)

Diploma BA/BSc/BEd MA/MSc/MEd Any other

5. Total Years of service: 1 – 5 years 6 – 10 years 11 – 15 years

16 – 20 years 21 – 25 years more than 26 years

6. Service year in current position: 1 – 5 years 6 – 10 years 11 – 15 years

16 – 20 years 21 – 25 years more than 26 years

Section II: Items related to organizational culture practiced by teachers

and supervisors

Instruction: The following items are intended to identify the dominant type of school

culture exercised by principals in the school as perceived by teachers and supervisors.

Please indicate the extent to which the dominant practices as perceived and preferred by

you. 5=strongly agree, 4=agree, 3=undecided, 2=disagree, 1=strongly disagree.

No Organization/school culture Rating scale

1 2 3 4 5

Power culture

1 In the school responsibility is given to

personality rather than expertise

2 Decision is made depending on power

3 Decision making is concentrated in few hands

4 Principals talk more than listen

5 Principals have greater willingness to take risk

6 People do not question the leaders even when

they are seen to be wrong.

7 People are afraid to give bad news to the boss

8 During staff meeting the principal dominates the

conferences

The role culture

9 Decision made from top to down

10 Strengths the cultural activities in the school is

high

11 In the school interaction takes place by job

description, procedure, rules and regulation

12 Coordination of senior staff is more clear

13 The functions of culture is well dominant

57

instead of state environment

14 Stakeholders of the school have clearly

delegated authorities within highly structured

15 The school Predictable and consistent system

and procedure are highly valued

16 People follow the rules even when these rules

get in the way of doing the work

Task culture

17 All information and expertise are the skills that

are of value

18 Culture is best described by net work

19 The organization quickly anticipates and adapts

to change through relationship, communication

and integration

20 School team are formed to solve particular

problem

21 People believe so much in what they are doing

that the end comes to justify the means.

22 The principals are role model in the school

23 The principal of your school is good example in

all aspects

24 All departments in this school work friendly

25 The principals have knowledge about school

culture

26 Students are trusted to work together without

supervision

The person culture

27 All individual believes support to the

organization

28 The individuals within the structure determine

collectively the path which the organization

follows

29 There is formalized structure to serve the needs

of individuals with in structure

30 The moral of teacher is high

58

Section III: Items about school principal leadership style as practiced

by teachers and supervisors

Instruction: The following items are intended to identify the dominant style of

leadership related to school culture exercised by principals in the school as perceived by

teachers and supervisors. Please indicate the extent to which the dominant practices as

perceived and preferred by you. 5=strongly agree, 4=agree, 3=undecided, 2=disagree,

1=strongly disagree.

N0 Leadership behaviors Rating scale

Democratic /participative principals 1 2 3 4 5

1 The principal listens more than talks

2 The principals respect teachers

3 Principals encourage open communication among

staff members and maintain respects for difference of

opinion

4 Establishing high expectation for student

achievements that is directly communicated to

students, teacher and parents

5 The mission and vision of the school are effectively

communicated to staff and students

6 The principal serves as a role model

7 Principals treat school community fairly and

equitability with dignity and respect

8 Principals use influence to enhance the education

program rather than personal gains

9 Principals have greater willingness to take risk

10 It demonstrates excellent communication skills with

teacher/students

11 It changes the attitude, beliefs and value of school

community

12 Principals acknowledge appropriately the earned

achievements of other

13 The mission, vision and implementation of the plan

of the school regularly monitored

14 It motivates teachers/students by delegating the tasks

15 Academic leadership roles are shared by teaching

staff in this school

16 It favors decision making by the group rather than

individuals

59

17 Teachers participate in decision making

Autocratic principals behavior 1 2 3 4 5

18 Principals take personal interest in the promotion of

workers who work hard

19 Principal monitoring of teacher or students to insure

no mistakes are made

20 Principals encourage his/her workers to assume

greater responsibility in the job

21 The principals take it consideration planning and the

implementation of the plan

22 Principals tell the detail what/how teachers/students

to do task

23 Staff receives direct and immediate assistance

towards achieving their goals

24 Principal maintain definite standard of performance

25 Decision making is fast, with principal at the center

of operation

26 It does not accept the initiative of teacher or students

27 The success of organization is the result of principals

strong motivation

28 The principals monitors everything teachers do

29 Teachers really enjoy working in your school

Laissez-faire leadership style 1 2 3 4 5

30 Principals’ confidence in their teachers

31 The principals loosely control the teacher/students

32 The school lacks order

33 Teachers have freedom to do as they think best in the

interest of promoting progress in this school

34 You prefer collective decision making in this school

35 As a teacher, you are given full mandate to make

academic decisions without intervention from the

head of school

36 Principals wait for things to go away before taking

action

60

Section IV: Items related to relationship between school culture and

school leadership success as practiced by teachers and supervisors

Instruction: The following items are intended to describe relationship between school

culture and school leadership effectiveness exercised by principals in the school as

perceived by teachers and supervisors. 5=strongly agree, 4=agree, 3=undecided,

2=disagree, 1=strongly disagree

N

0

Items Scores

1 2

2

4

3 4 5

School culture and democratic leadership style

1 Encouraging teachers to participate in decision making is high

2 You often invite your teachers to engage in addressing

administrative problems

3 Solving administrative problems with fellow staff improves student

academic progress.

4 You share school leadership roles with your teaching staff

5 Delegation of powers to subordinates in this school strongly exists

School culture and autocratic leadership style

1 Teachers have freedom to do as they think best in the interest of

promoting academic progress in this school

2 Teachers are not interfered with when making decisions that promote

progress in this school.

3 You prefer collective decision making in this school

4 Decisions are made from down and they come later to the top

5 There is free delegation of responsibilities and duties for academic progress

in school

schooooooooschoolljjjjjjjjjjjjjjthis College.

School culture and laissez-faire leadership style

1 Decisions regarding school progress are solely made by the head of

school governing body

2 The system of administration is Top-down

3 It is enjoyable having teachers count on me for ideas and suggestions

regarding school progress

thhhhhhhhhhhh progress in this college

4 All power is centralized to me

61

APPENDIX-B

Yuunivaarsiitii Haraamaayaatti

Kolleejjii Barnootaa fi Saayiinsii Amalaa Muummee

Hoggaansaa fi Bulchiinsa Barnootaa

Gaaffileen Armaan gadiitti jiraniif kanneen yeeroo keessaan aarsaa gootanii deebii

kennuu keessaniif galan koo guddaadha.Bargaaffiin kun kan qophaa’eef daataa qorannoo

mata dureen isaa “gahee aadaan mana barnootaa milkaa’ina hooggaansa mana

barnoota irratti qabu addaan baasuu’’ walitti sassabuuf kan gargaaruudha. Bu’aa fi

milkaa’inni qorannoo kana deebii kennitan xiyyeeffannoon kennuu irratti hundaa’a.

Deebiin keessan milkaa’inna hojii barnootaatiif qofa ta’a.Gaaffiilee hundaa deebii itti

kennuuf keessaniif baayyee galatooma.

Gargaarsaa naaf gootan hundaaf galanii koo gudhaadha!

Qajeelfama waliigalaa

❖ Maqaa keessaan barreessuun hin barbaachisu.

❖ Saanduuqaa qophaa’e keessatti deebii kennitan hundaaf mallattoo “ x’’ agarsiisaa

❖ Qajeelfama kenname irratti hunda’uudhaan gaaffiilee barreeffamaatiif deebii gabaabaa fi

ifa ta’e kenna.

❖ Deebii hattantamaan kennitaaniif dinqiisifannaa fi galata guddaa isiniif qaba.

Kutaa I Seenaa guutuu namoota deebii barreeffamaa kennanii

❖ Saanduuqaa qophaa’e keessatti deebii kennitan hundaaf mallattoo “ x’’ agarsiisaa

❖ Tokkoo tokkoo gaaffileetiif deebii tokko qofa kenna.

1. Maqaa mana Barumsaa________________________

2. Saala dhiira Dubara

3. Umrii Waggaa 15-19 waggaa 20-24 waggaa 24 ol

4. Sadarkaa barnootaa kutaa 9 kutaa 10

62

Kutaa II

Gaaffiilee hariiroo caasaa qindoomina mana maree barattootaa/

paarlamaa barattootaa ilaalchisee mana barnootaa keessatti

raawwatamu.

Qajeelfama

Kaayyoon qorannoo kana aadaawwan ijoo ta’anii mana barnootaa keessatti hooggansa

mana barnootaatiin shaakalamee kan barsiisotaa fi suuppaarvaayizaraan hojii irraa oolu

adda baasuun rakkoo jiru irratti furmaata barbaaduu waan ta’eef bar-gaaffiilee armaan

gadiitiif xiyyeeffannoon akka yaada kennitan kabajaan isin gaafanna.

Hubachiisa : Deebii kenniitan irrattii 5=baayyee itti amana 4=ni amana 3=hin murtessuu

2=itti hin amanu 1=baayyee itti hin amanu

Deebii kennitaniif mallattoo “x” fayyadamaa

La

kk

.

Akaakuu aadaa mana barnootaa Sadarkaa

1 2 3 4 5

Aadaa humnaa (power culture)

1 Ittii gaafatamuummaan mana barnootaa keessatti kan

kennamu namoota ogummaa hooggansaan leenji’e qofa

miti

2 Mana barumsaa keessattii murteen kan kennamu

olaantummaa seeratiin osoo hin taane aangootti

fayyadamuun

3 Murteen mana barnootaa keessatti kan kennamu hawaasa

mana barnootaa kan giddu galeessa godhatee miti

4 Hooggaansi mana barnootaa hojii mana barnootaa irratti

barsiisoota si’aayinnaan ni marii’achiisaa garuu yaada

namootaa bal’innaan hin fudhatu

5 Hooggaansii mana barnootaa rakkoo mana barnootaa

keessatti uumamu ol’aantummaan itti gaafatama

6 Hooggansii mana barnootaa dogongoorallee yoo uumu

hirmaattoonii kallattii itti hin agarsiisan

7 Barsiisoonnii iftoomaan hooggansa mana barnootaa

waliin rakkoo jiru hundaa waliin hin marii’atan.

8 Yeroo walgahiin mana barnootaa keessatti gaggeeffamu

yaadnii baayyeen hirmaattootaan osoo hin taane

hooggansa mana barnootaa qofaan gaggeefama

63

Aadaa gahee taphataa (role culture)

9 Murteen mana barnootaa keessatti kennamu hooggansa

olaanu gara hooggansaa gdi aanuutti

10 Ciminii aadaa hojii mana barnootaa fi sochiin jiru

olaanaadha

11 Mana barnootaa keessattii hirmannaani kamiyyuu kan

gaggeeffamu ibsaan ,qajeelfamaan fi danbii ittiin

bulmaataatiin

12 Qajeelfamoonii mana barnootaa keessatti hojiirraa

akkataa seeraatiin iftoominaan hojiirraa ni oola

13 Istaafii mana barnootaa keessatti qindoomin barsiisotaa

murtaa’an qofa gidduutti argama

14 Naannoo mana barnootaa caalaa m/b keessaatti aadaa

hojii m/barotaaf xiyyeeffannaan kennama

15 Mana barnootaa keessatti itti gaafatamummaan

hundiiinuu sirritti caaseefamee jira

16 Karoorii mana barnootaa hojiiwwaan fulduraa ilaalcha

keessaa kan galchee fi ittii fuffiinsa kan qabuudha

Aadaa gochaa (task culture)

17 Hawaasnii mana barnootaa hundiinuu hojii isaanii

akkaataa seeraa fi heeraa jiruutiin hojii isaanii gaggeessan

18 Hubannoo fi dandeettiin ogummaa hojii hojjatamuu

keessaatti gahee guddaa taphata

19 Aadaan hojii mana barnootaa keessatti gareen

qindoomanii ykn raayyaan hojjachuun mulkaa’inna

guddaa fida

20 Hariiroo ,qidoominaa fi walqunnamtii cimaa qabachuun

jijjirama barbaadamu saffisaan fiduuf gargaara

21 Raayyaan mana barnootaa rakkoowwaan m/b furuuf kan

hundeeffameedha

22 Hawaasnii mana barnootaa bu’aa dalagaa gara dhumaa

argamu irratti hunda’a

23 Hoggaansii mana barnootaa barsiisootaaf kabaja

barbaachisu hundaa qixa sirrii ta’een eega

24 Hooggaansii manni barnootaa kennuu dhimmaamtootaa

m/b fkn gaarii kan ta’uudha

25 Muummeewwan hundinu mana barnootaa keessatti

hariiroo woliin hojjachuu cimaa qabu

26 Hoggansi mana barnootaa dubbachuu irraa dhageeffachuu

dursiisaa

64

27 Baratootni gargaarsa tokko malee hojii hojjatani irratti

hundaa’u

Aadaa namuumaa

28 Namootni hundinuu mana barnoota gargaaruutti amanu

29 Tokkoon tokko namoota caasaa keessa jiranii akkaata

caaseffamaatiin kan raawwataniidha

30 Caasefamni man barnootaa keessa jiru mirgaa fi dirqama

tokkoon tokkoo namoota guutuu kan danda’uudha

31 Hamileen barsiisotni M/b keessatti qaban baay’ee ol

aanaadha.

Kutaa III

Gaaffiilee dhimmaa hooggaansa mana barnootaatiin walqabatee bakka

bu’oota mana maree barattootaan hojiirraa ooluu ilaala

Qajeelfama

Kaayyoon qorannoo kana adeemsa hooggansa keessaa ijoo ta’ee mana barnootaa

keessatti hojiirraa ooluu fi aadaa m/b waliin kan deemuu fi kan bakka bu’oota mana

maree barattootaan hojii irraa oolu adda baasuun rakkoo jiru irratti furmaata barbaaduu

waan ta’eef bar-gaaffiilee armaan gadiitiif xiyyeeffannoon akka yaada kennitan kabajaan

isin gaafanna.

Hubachiisa: Deebii kenniitan irrattii 5=baayyee itti amana 4=ni amana 3=hin murtessuu

2=itti hin amanu 1=baayyee itti hin amanu

Deebii kennitaniif mallattoo “x” fayyadamaa

Lk

k.

Amalootaa Hoggaansaa

Sadarkaa

Hooggaansa

diimookiraataawwaa/hirmaachiisaa

1 2 3 4 5

1 Hogganaan m/b marii irratti dubbachuu irra

dhageeffachuu filatan

2 Hogganaan m/b barsiisotaaf kabajaa ni qaba

3 Hogganaan m/b marii ykn wolgahii irratti yaada

kennamu banaa taasisaa garaagarummaa

yaadatiifis kabajaa ni kenna.

4 Ga’uumsa barattoota ol aantu mmaan galma

geessisuu kaua ttiin barattoo, barsiisotaa fi

maatii barattootaa woliin marii geeggessuu

5 Ergamni fi mul’anni mana barnoota gad

65

fageennaan hawaasa m/b fi barattoota afi ni

ibsama.

6 Hoggansa akka fakkeenna gaariitti gargaara.

7 Hoggansi m/b hawaasa mana barnoota giya sirrii

fi waqixummaa kabajaa fi ulfinna guddaa

kennaaf

8 Hoggansi m/b bu’aa ofii caalaa sagantaa

guddinna barnootaa liif xiyyeffanna kenna.

9 Hogansa m/b rakkoo uumamuuf fudhachuuf

eyyamamaadha

10 Hoggansi mana baruumsa hariiroo baay’ee

cimaa bara ttootaa fi barsiisota giddutti uuma.

11 Hoggansi mana baruumsa ilaalcha, amantii fi

bu’aa hawaasa m/b jijjiiruu keessatti gahee qaba

12 Hoggansi mana baruumsa hojjattoota mana

baruumsa ni jajjabeessa.

13 Ergamsi, mul’annii fi raawwii karooraa mana

baruumsa yeroo yeroon ni madaalama.

14 Mana barnoota keessatti kakka’umsii fi

qoqqoodamni dalagaa barsiisotaa fi barattoota

biratti hojii irra oolee jira.

15 Gumaachii gaheen bulchiinsa mana barnootaa

keessatti diriiree jiru hirmaachisaadha.

16 Murtee gareettuu kan dhuunfaa caalaa

fudhatama qaba.

17 Barsiisotni murtee kennuu irratti ga’ee ni

taphatu

Hoggansa abbaa irree 1 2 3 4 5

18 Hoggansi m/b hojjattoota adda duree ta’anaa

ofii isaatii calala.

19 Bulchiinsi mana barnoota barattootaa fi

barsiisota to’achuun rakkoon akka hin

uumaminee mirkaneessa.

20 Bulchiinsa m/b hojjattoota ni jajjabeessa iiti

gaaffatamummaa hojii akka ba’an ni taasisa.

21 Hoggansi mana barnootaa karooraa fi raawwii

hojii ni ilaala

22 Hoggansi m/b barsiisotaa fi barattootaaf

hubannoo hojiiwwan hojjatamu ni kenna.

23 Hawaasni m/b kallattiin hojiin m/b akka galma

ga’uuf gahee isaanii ni bahu.

24 Hoggansi m/b istaandardii baheen madaallii

kamiyyuu geeggessa.

25 Murteen m/b keessatti gadi fageennaan osoo

qoratamin hattatamaan kennama.

26 Hoggansi m/b kaka’umsaa barataa fi barsiisaa

66

hin fudhatu

27 Milkaa’inni hojii m/b ciminaa fi kaka’umsaa

hoggansa m/b irratti hundaa’a

28 Hoggansi m/b wantoota barsiisaotni raawwatan

hundaa to’achuu qaba.

29 Barsiisotni dalagaa m/b yoo raawwatan itti

gammadu

Hoggansa laafaa / hirmaachisaa hin

taane/

1 2 3 4 5

30 Hoggansai m/b hojii barsiisotaatti guutumaan

guututti ni amana

31 Haggansi haala furataa ta’een barataa fi barsiisa

hoggana.

32 Adeemsi hojii m/b kallatti malee raawwatama

33 Barsiisotni m/b keessatti to’a nnoo tokko malee

hoii isaanitti fakkaate bilisaan raawwatu

34 Murteen m/b keessatti geeggeffamu

qindoominna irratti kan hin hundoofneedha

35 Barsiisan akka barsiisaatti dhiibbaa tokko malee

hojii baruu barsiisuu irratti murtee itti fakkaate

kennachuu ni danda’a

36 Hoggansi m/b dursee gahee isaa bahu dhiisuun

rakkoon erga uumameen booda carraaqa

Kutaa IV:

Gaaffiileen armaan gadii walitti dhuufeenyii barmaatilee/aada mana barnootaa fi cimina

hoggaansa mana barnootaa gidduu jiru maal akka fakkaatuu fi kan barsiisootaa fi

supparivaazaraan shaakalamuun hojirraa oolan addan baasuuf rakkoo jiru irratti furmaata

barbaaduu waan ta’eef bar-gaaffiilee armaan gadiitiif xiyyeeffannoon akka yaada

kennitan kabajaan isin gaafanna.

Hubachiisa: Deebii kenniitan irrattii 5=baayyee itti amana 4=ni amana 3=hin murtessuu

2=itti hin amanu 1=baayyee itti hin amanu

N

0 Gaaffilee sadarkaa

1 2 3 4 5

Aada mana barnootaa fi hooggaansa dimookiraatawaa

1 Akka mana barnootaati barsiisooni murtee garagaraa irratti akka

hirmaataniif ni jajjabeeffamu

2 Barssiisooni rakkoolee mana barnootaa keessatti uummamu

furuuf ni afeeramu

3 Rakkoo bulchiinsi mana barumsa istaafii waliin furuun barachuu

barattootaa ni fooyyessa

67

4 Gahee hooggaansi mana barnoota taphatu irratti istaafiin ni

hirmaatu

5 Aangoo qoqqooduun hojii hojjachuun mana barnootaa keessatti

ifatti mul’ata

Aada mana barnootaa fi hooggaansa abbaa irree

1 Barsiisooni bilisaan akka isaanii tolutti hojii isaanii raawwatu

2 Murteen fooyya’aan mana barnootaa keessatti hojiirraa yoo

oolee barsiisoon ni fudhatu

3 Mana barnootaa keessatti murteen filatamaan murtee waliigalani

kennamuu dha

4 Murteen kennamu jala ol ta’ee booda gara gadiiti deebi’a

5 Iftoomini fi hirmaachisummaan aangoo mana barnootaa keessatti

gahee bakka buu’iinsa hin qabne qaba

schooooooooschoolljjjjjjjjjjjjjjthis College.

Aadaa mana barnootaa fi hoggaansa laafa

1 Murteen sadarkaa guddinaa mana barnootaatiin walqabatu dura

taa’aa mana barnootaatiin murtaa’a

2 Sirni bulchiinsa mana barmusaa gubbaa gara jalatti

3 Guddinaa mana barnootaatiif barsiisaa hirmaachiisuun gahee

olaana qaba

4 Mana barnootaa keessatti aangoon hundi karaa hooggaansa mana

barnootaa qofaan

68

APPENDIX -C

Haramaya University

Department Educational planning and Management

Interview Guide for School principals and supervisors

Dear Respondents: The aim of the interview is to investigate the role of school culture

on the success of leadership in governmental secondary schools of Shashemene Town.

The data obtained will be used for research purpose only.

Thank you in advance for your cooperation!

Part I:- General Information

1. Sex_____________ 2. Age____________ 3. Qualification____________

4. Experience as a teachers__________________ 5.as principal and

supervisors__________

Part II:- Give your response to the question in short and be precise.

1. What is your understanding about school culture?

..............................................................................................................................………......

................................................................................................................................................

........................................................................................................................................

2. How do you feel the success of leadership?

3. What is the leadership style of principal practice in your school?

4. What effectiveness criteria most highly valued in your school?

5. How do you measure school leadership effectiveness?

6. How does the organization promote success?

7. How can you sustain positive school culture in relation to leadership styles?

8. Do the leadership style of the principal determine the culture of the organization?