2023/11/28 by Keno, Asfaw
#Change leadership #school climate
paper · doi:10.20372/star.v7i4.05
The main objective of this study was to investigate relationships between the principal’s change in leadership behaviour and the school’s climate in Dukem Town. The two available public primary schools were examined using a concurrent embedded strategy and a mixed approach. A correlational design was used to collect quantitative data from all 65 teachers in both schools using two standardised instruments: the change leadership measure and the organisational climate description questionnaire. A case study design was used to collect qualitative data from purposefully selected participants. Interviews and document reviews were used to collect qualitative data. Quantitative data was analysed using the SPSS-20 version, and the result showed that both school principals displayed a moderate level of change leadership behaviour (M =3.22; SD =.43; N = 65); the mean value for change selling behaviour (M = 3.35; SD N = 65) excelled in change implementing behaviour (M = 3.08; SD =.86; N = 65) a bit. The three dominant school climate dimensions were found to be principals’ restrictive behaviour (standard score = 599.34); principals’ directive behaviour (standard score = 593.75); and teachers disengaged behaviour (standard score = 638.69), indicating "low" principal openness and "very low" teacher openness, respectively. The result of the correlation study showed a very strong positive correlation between school climate and change leadership behaviours (r(63) =.79, n = 65, p .000). The analysis of qualitative data indicated that the major reform undertaken was raising students’ academic achievement without compromising access. Right-based approach, integrating Afaan Oromo and Amharic instructions into one school, under different shifts, with the same leadership serving as a strategy, was challenged by classroom overcrowding; however, expansion was not stopped; children’s rights remained respected, and even magnificent progress in pass rate and steady increase in academic achievement were documented. Both schools’ teachers were intimate, except they did not learn from each other.