Abstract:
The purpose of this study was to examine the effects of leadership styles on school culture of
public secondary schools in the Oromia Special Zone Surrounding Finfine. The study
employed a mixed method research design that includes 90 teachers, 16 school leaders, and 4
heads of the Parent Teachers Association as the respondents of this study. Standardized
Leadership Questionnaire of Northouse based on Kurt Lewin's 1939 leadership model and
School Culture Survey of Steve Gruenert, (1998) with some modifications were used to collect
data. Data were analyzed using descriptive statistics such as mean, frequency, and standard
deviations and inferential statistics such as t-test, Pearson correlation coefficient, and
regression analysis. The findings show that the leadership style practiced in the study schools
was dominated by Laissez-faire than another leadership style. The finding also indicated that
though inadequately practiced, all leadership styles had a significant strong association with
school culture and can be explained by the school culture taken into consideration. Thus,
these implied that improvement in school culture will positively affect the practices of the
leadership style in secondary school understudy. Based on the findings of the study the
researcher concluded that well-established school cultures with a proper leadership style and
democratic leadership style have resulted in a high level of achievement in school
performance. The corolletin analysis further displayed that overall leadership styles:
democratic, autocratic, and laissez-faire leaderships were good predictors of school culture
and have a significant correlation. Although, the overall leadership styles and the overall
school culture correlation were positive as the r value indicates. It was recommended that the
OSZSF Education Office school leaders in collaboration with training institutes should have
to provide training for current principals on the concepts and practices of leadership styles
and school culture; encourage the adoption of leadership strategies by school leaders as
democratic or participative style, facilitating annual forums and experience sharing programs
among school leaders; and conducting further studies on issues related to school culture and
leadership styles
