DEPARTMEN OF MANAGEMENT

1. ASSESSMENT OF CHALLENGES OF LEADERSHIP STYLES THE

CASE OF ADDIS ABABA CITY IN LEMI KURA SUB CITY
Name ID Phone no,

1.Aselef Tilaye Bekele SDM1/0152/12 0925335840

2.Addis Beyene Awgichew SDM1/0178/12 0938302107

3.Ayinalem Abebe Hailu SDM1/0157/12 0919631345
4.Terefu Serbasa Benti SDM1/0083/12 0922463371
5.Sintayehu Mitiku Eshete SDM1/0098/12 0910086772

A RESEARCH PAPER SUBMITTED IN THE PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE BACHELOR DEGREE IN MANAGEMENT

ADVISOR: Mr. DANIEL

OCT, 2023 ADDIS ABABA

ETHIOPIA
 ACKNOWLEDGMENT

First of all thanks to almighty God the source of every knowledge and wisdom: next, I would
like to express my deep gratitude to my advisor for his genuine advice, critical comment and
closer supervision.

Secondly,My heartfelt gratitude also goes to the office, the employees, and the customers lemi
kura sub city that have provided me with the necessary data.

Finally,I am highly grateful to all persons who have cooperated me in the development and
successful completion of this research.
 ABSTRACT

The purpose of this research was to assess the challenges of leadership style Addis Abab lemi
kura sub city. This research was important for Addis Ababa City in lemi kura sub city
Government: It helps the sub city government to identify major challenges of leadership style
that enables the city administration to know what kind(s) of policies, strategies, and solutions
should be framed. The research designs apply was to be descriptive comparative study design.
Within this, both quantitative and qualitative (mixed method) approaches were applied.
Comparative study were selected because the study attempts to reveal the exiting situation
regarding practice and challenges of leadership practice among lemi kura sub city.

The sampling technique for this study was being simple random technique, so as to give an equal
chance to be selected respondents. Respondents were selected based on available, purposive and
simple random sampling techniques. The collected data was analyzed by using descriptive
analysis method according, percentage and frequency count was analyzed and interpreted the
data collected form the sample respondent.

From the All of the respondent’s states that Lack of knowledge of leader, Problem of
government rules and regulation, Lack of knowledge and experience of employees and lack of
knowledge on policy interpretation are the major challenges of leadership style in lemi kura sub
city. Providing proper training for leaders and employees,as stated the respondents hiring leaders
on their proper position and modifying rules,regulation and policy are the major remedies to
alleviate challenges of leadership style in lemi kura sub city.

It is clear that successful leaderships are mainly the result of competent and well qualified
leaders. If the leaders are not qualified and not well trained the sub city administration cannot be
successful. As the findings of this study indicate the practice of leadership studied was not found
good enough. Therefore, to capable lemi kura sub city principal leadership knowledge through in
service training, workshop, seminars have to be arranged so as to enhance their leadership gap.
Table of Contents
ACKNOWLEDGMENT.............................................................................................................................ii
ABSTRACT................................................................................................................................................iii
LIST OF TABLE.........................................................................................................................................3
CHAPTER ONE..........................................................................................................................................4
1. INTRODUCTION....................................................................................................................................4
1.1 Background of the Study...................................................................................................................4
1.2 Statement of the Problem..................................................................................................................7
1.3 Objectives of the Study......................................................................................................................8
1.3.1 General objective........................................................................................................................8
1.3.2 Specific objective..................................................................................................................8
1.4 Research Questions............................................................................................................................9
1.5 Scope of the Study..............................................................................................................................9
1.6 Limitation of the Study......................................................................................................................9
1.7 Significance of the Study...................................................................................................................9
1.8 Organization of the Study...............................................................................................................10
CHAPTER TWO.......................................................................................................................................11
2. LITERATURE REVIEW.....................................................................................................................11
2.1 Introduction......................................................................................................................................11
2.2 Definition of Leadership..................................................................................................................11
2.3 Review of Leadership Theories.......................................................................................................12
2.3.1. The Trait Theory........................................................................................................................12
2.3.2. The Behavioral Theory..............................................................................................................12
2.3.3. The Contingency or Situational Theory.....................................................................................13
2.3.4. Transformational Theory...........................................................................................................13
2.4. Effective Leadership Practices.......................................................................................................14
2.4.1. Modeling the Way......................................................................................................................14
2.4.2. Inspiring Shared Vision.............................................................................................................14
2.4.3. Challenging the Process.............................................................................................................15
2.4.4. Enabling Others to Act...............................................................................................................15
2.4.5. Encouraging the Heart...............................................................................................................16

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 2.5 Likert Styles of Leadership in Organizations...............................................................................16
2.6. Types of Leadership........................................................................................................................16
2.6.1. Managerial Leadership...............................................................................................................16
2.6.2. Transformational Leadership.....................................................................................................17
2.6.3. Participative Leadership.............................................................................................................17
CHAPTER THREE...................................................................................................................................18
3. RESEARCH DESIGN AND METHODOLOGY...............................................................................18
3.1. The Research Design.......................................................................................................................18
3.2. Sources of Data................................................................................................................................18
3.4. Sample and Sampling Techniques....................................................................................................18
3.4.1. Sample Size................................................................................................................................18
3.4.2. Sampling Techniques.................................................................................................................18
3.5. Method of data analysis..................................................................................................................18
CHAPTER FOUR..................................................................................................................................19
4. DATA PRESENTATION AND ANALYSIS...................................................................................19
4.1 Demographic characteristics of the respondents..........................................................................19
CHAPTER 5................................................................................................................................................25
5. CONCLUSIONS AND RECOMMENDATIONS.................................................................................25
5.1. CONCLUSIONS.............................................................................................................................25
5.3 RECOMMENDATION...................................................................................................................26
REFFERENCE..........................................................................................................................................26

2
LIST OF TABLE

Table 4.1: Demographic characteristics of respondents--------------------------------------------19

Table 4.2: Educational level and work experience of respondents. -------------------------------20

Table 4. 3 Leadership practice of lemi kura Sub City -----------------------------------------------21

Table 4.4 The repayment period mostly used by customers ----------------------------------------22

Table 4.5 Presence of follow up & supervision ------------------------------------------------------22

Table 4. 6 Leader’s ability to lead groups and organizations in a modern way-------------------23

Table 4.7 Service delivery provide in lemi Kura sub city---------------------------------------------23

Table 4.8 Challenges in leadership practice in lemi kura Sub City----------------------------------24

3
CHAPTER ONE

1. INTRODUCTION

1.1 Background of the Study

Leading performance in the last two decades in developing countries proved to be challenging
due to several variables that ushered considerable changes. The introduction of reforms was
ultimately seen as necessary because of the perceived inability of governments to address the day
to day problems resulting in the erosion of public confidence (OECD, 2001).

Coming to countries located in the Sub-Saharan region of the African continent, Ghana has since
the 1980s implemented a series of reform programs to enhance organizational performance of
public sectors. In 1997, the government implemented the Public Sector Re-Invention and
Modernization Strategy so as transform public sectors, their accountability, organizational
performance framework and their relationship with the private sector and civil society (Report of
the World Bank Task Force on Capacity Development in Africa, 2005).

Similarly, the Public Service of Tanzania continued to face numerous challenges in leading
organizational performance. These included poor service delivery to citizens, low accountability
manifested by corruption, in some cases embezzlement and negligence, and poor performance in
most of the public service institutions. As a result, this situation forced the Government to
embark on performance related reforms, in the form of the Public Service Reform Program in the
1990s (World Bank, 2008).

In the Ethiopian context, modern administrative system was introduced during the times of
Emperor Menilik in 1901. Then, Emperor Haile Selassie (1930 - 1974) augmented his
predecessor's initiative both in qualitative and quantitative aspect (Mob, 2010). Basic legal frame
works and regulation that were embarked in the mid-1960s focusing on meritocracy and having a
civil service with a well-defined system, but it was not practiced and developed due to the
influence by the feudal system in the country. Later, the Military rulers (1974-1991) who
4
followed the feudal government further contributed to the failure of the civil service as a system.
Throughout this period meritocracy was eroded, pay differences were minimized and pay
increase was entirely abandoned specially for professionals, and the civil service was highly
centralized (Asmelash, 2000).

Following the fall of the Dergue regime in 1991, the present ruling government (EPRDF) has
embarked upon reforming the public sector in Ethiopia to make them more responsive to the
needs and demands of the public (pro-citizen). To this end the government identified six priority
areas that call for strategic intervention in the context of Public Sector Capacity-Building
Program (PSCAP). These are: Civil Service Reform, District-Level Decentralization, Urban
Management Capacity Building, Justice System Reform, Tax Systems Reform Information and
Communications Technology.

Among the intervention areas, the civil service reform sub-program (CSRP) is a cross section
issue of multi-faceted reforms intended to build and strengthen public sector capacity for the
attainment of the Government's socio-economic development goals and objectives. The overall
objective of the CSRP is to enhance the capacity of the civil service so that it was effective,
efficient, transparent, accountable, ethical, performance oriented, and that it promotes good
governance (MoSC, 2013)

However, researches conducted by the Government in 1995 have indicated that civil service
institutions were said to have been managed poorly and operating below capacity. The study
recommended that the Ethiopian Civil Service Reform needed to focus on improving the
capacity of the top Management System, civil service ethics, efficiency of service delivery,
expenditure management and capacity of human Resource Management Sub-program.

All these five components of the Civil Service Reform Programs were considered vital in
building accountable and responsible civil service that can promote the development endeavor of
the country (MoCB, 2004).

In 1998/99 a study conducted by a task force organized to assess the situation of the civil service
performance management system revealed the following weaknesses: the system is focusing on
5
employee behavior rather than the actual job performance, it involves subjective measurement
criteria rather than judgment based on objective measures, its objective is not forward looking to
identify staff development, there is no systematic review of appraisal results, there is no proper
feedback system, it does not include organizational and team performance measurement system

Consequently, in 2001/02 the government adopted the implementation of Result Based

Performance Management System (RBPM) in the public sector. However, the evaluation result
of the system revealed that the implementation was not successful to attain its intended
objectives. The major problems identified were: the ratings were not based on concrete
evidences, development of the system was not based on strategic plan of the institutions and it
does not include organizational and team performance measurement system (ibid). This implies
the importance of measuring performance at organization level, at department or team level and
at individual level. In response, government tried to add new initiatives like BPR and BSC
Reform Programs with the aim of developing, efficient and effective civil service through
institutional reforms (MoSC, 2013).

However, the Ethiopian public service institutions have tried to enhance its organizational
performance through different reform packages. Getachew and Rechard (2006) indicated that the
progress of the reform programs and the effectiveness of organizational performance are also
uneven and have large variations among regions. According to them, the real challenges are
associated to lack of effective leadership and lack of adequate good governance.

Unfortunately, the Addis Ababa City Government is no exception to the abovementioned

environment. According to the 2014/15 report of the city government, weak performance of
public sectors in the city are attributed to ineffective leadership and lack of good governance in
service delivery.

6
Therefore, the major concern of this study is assessing organizational performance of the
selected bureaus in Addis Ababa City lemi kura sub city Government by using the eight good
governance principles developed by United Nations Economic and Social Commission for Asia
and the Pacific (UNESCAP, 2013).

1.2 Statement of the Problem

Performance management enables organizations to ensure effective utilization of resources,

efficiency in their processes and brings about acceptable results. But as indicated in the
background of the study, performance measurements are not given attention in integrated way
and lack of effectiveness in leading organizational performance is a common problem in
Ethiopia. For example, a study by Getachew and Richard (2006) on the challenges of civil
service reform in Ethiopia revealed that lack of effective leadership, lack of adequate knowledge
& skill affect leaders in leading performance. However, this study is limited to see performance
by identifying the sub-component of the programs more relating with BSC in its analysis, it
didn’t see pillars of good governance in measuring performance.

Similarly, a study by Zerihun (2015) on effective leadership and organizational performance has
indicated that many of the government organizations have challenged in leading organizational
performances. According to him, the major problems responsible for this state of affairs have
been identified as lack of motivation and communication of the vision, commitment to reform is
inadequate, many institutions are lacking visionary leadership, and the accountability
relationship between government and public service providers has not been clarified. Moreover,
the writer has underlined the necessity of undertaking a similar study in another context.

Besides, Tesfaye and Atakilt (2012) on result based performance management in Ethiopia
indicated that performance management system is disconnected at the top that weakened
accountability of leaders in the public sector. Besides, agencies responsible for performance
management have not developed systems to monitor and evaluate performances of public
organizations and their leaders

7
Another study by Hilena (2015) on leadership challenges in implementing organizational change
in Ethiopian Electric Power Utility indicates that the challenges leaders face in leading
organizational performance results from poor working culture, fixed mindset, inadequacy of
skilled man power, the existence of unethical(corrupt) behavior, incompetency in decision
making activities and resource constraint. But this research did not forward challenges in leading
performance in light of good governance pillars.

Coming to Addis Ababa City Government, Meheret (1999) noted that the public sectors in the
city faces performance problems that have prevented it from providing efficient governance and
improving the level and quality of services. According to him, a brief discussion of some
fundamental organization and leadership problems is in order as a prelude to suggesting possible
solutions to reform the performance of public sectors of the city. This study suggested that other
studies have to be carried out to further assess challenges of leadership in leading organizational
performance.

Besides, the researcher also has some experiences of learning the challenges in leading public
sector performance; which manifest in the form of poor public service delivery, lack of good
governance and mal- administration of public resources.

Hence, the gaps identified by the local studies and the experiences of the researcher call for this
research to be conducted the study and contribute some solutions to solve the challenges in the
area of leadership.

1.3 Objectives of the Study

1.3.1 General objective

The general objective of this study is to assess the challenges of leadership style Addis Ababa in
lemi kura sub city

1.3.2 Specific objective

 To identify leadership challenges in leading organizational performance.
 To describe leadership mindset in leading performance.
8
  To assess attitudes of employees towards managing performances.
 To assess to what extent leadership is effective in implementing good governance
principles so as to enhance organizational performance.

1.4 Research Questions

The researcher was intended to answer the following questions after her study:

 What are the challenges of leadership in leading organizational performance?

 What are leaders’ mindsets in leading organizational performance?
 What are the attitudes of employees towards managing performances?
 To what extent leadership is effective in implementing good governance principles to
enhance organizational performance?

1.5 Scope of the Study

The scope of the study was delimited to Addis Ababa city lemi kura sub city Government. The
rationale is that these sub city are identified as key sectors of the city government because of
their largest impact on the development of the city. The target populations of the research were
comprised office heads, process owners and employees working at different levels of the selected
offices.

1.6 Limitation of the Study

In undertaking this study the researcher was confronted some limitations associated with data
gathering. Respondents were busy due to multiple managerial roles. Furthermore, few
questionnaires were unreturned though their number is insignificant to affect the research
findings and some challenges will observed to interview office heads of the selected office. Also
the researcher was face difficulties to find related studies in the area of pillars of good
governance in Ethiopian context.

9
1.7 Significance of the Study
The findings of this study were useful to the stakeholders including:
-office Leaders: Importantly, the finding of the study is expected to give appropriate
information for leaders of the study area to use as evidence to take suitable measure against
the practice and challengesinleadingorganizationalperformanceoftheirrespectivEoffice.
- Future Researchers: It use as a reference for those who are interested to conduct further
study on the problem. It was also be an indicative document and may develop empirical data.

1.8 Organization of the Study

This Paper organized into five chapters as described below. Chapter one comprises background
of the study, statement of the problem, purpose of the study, objective of the study: general and
specific, research questions, limitation, significance of the study, and definition of key terms.
Chapter two presents, the review of related literature on theoretical frame work, empirical studies
and conceptual frame work. The third chapter presents, the research design and methodology,
source of data, process of data collection, the instruments used for data collection and the system
to analyze data. Chapter four deals with the results and discussion of the result of the study.
Chapter five presents summary of the findings, conclusion and recommendations.

10
CHAPTER TWO

2. LITERATURE REVIEW

2.1 Introduction

This chapter of the study was provided relevant literature from different publications of scholars
and documents that the study considered. The chapter is divided in to three sub categories. The
first part of the chapter presents the theoretical literature that are related to the challenges of
leadership and organizational performance in public sector organizations, the second chapter
presents the empirical studies conducted in the area of the challenges of leadership and
organizational performance in the situation of different countries and the third part presents
analytical framework of the study.

2.2 Definition of Leadership

Leadership has many and diverse definitions given by different scholars at different times that it
is elusive in getting a single working definition. However, the diverse definitions given at
different times are the reflection of the mindset, as there are developments, there are changes in
the way we see and define things. For instance: as Rauch &Behling (1984) leadership is defined
as the process of influencing the activities of an organized group toward goal achievement.
According to this definition, leadership is all about inspiring others to undertake some form of
purposeful action as determined by the leader. Kouzes and Posner (1993) pointed that leadership
is a reciprocal relationship between those who choose to lead and those who choose to follow.
This definition evinces that leadership is an influence relationship between leaders and followers
who intend real changes that reflect their mutual purposes.

More recently the leadership concept and definition is reviewed by many others. For example:
according to Yukl (2010) leadership is the process of influencing others to understand and agree
about what needs to be done and how it can be done effectively, and the process of facilitating
individuals and collective efforts to accomplish the shared objectives. For the purpose of this
study, the researcher uses this definition.
11
2.3 Review of Leadership Theories

Starting from early 20th century numerous leadership theories have been evolved by scholars
and practitioners who define, and explain the importance of leadership. In the recent literature of
leadership there have been four major generations of theory: Trait theories, Behavioral theories,
Contingency theories and Transformational theories. Accordingly, a fleeting review of these
theories is presented below.

2.3.1. The Trait Theory

The Trait Approach arose from the “Great Man” theory as a way of identifying the key
characteristics of successful leaders. It was believed that through this approach critical leadership
traits could be isolated and that people with such traits could then be recruited, selected, and
installed into leadership positions. This approach was common in the military and is still used as
a set of criteria to select candidates for commissions (Bolden et. al, 2003). The problem with the
trait approach lies in the fact that no consistent traits could be identified. How, for example, do
we measure traits such as honesty, integrity, loyalty, or diligence? Another approach in the study
of leadership had to be found.

2.3.2. The Behavioral Theory

Behavioral theory emphasizes what key behavioral patterns result in leadership. This theory is
different from traits in that successful leadership is based in definable, learnable behavior than in
born traits Behavior theory traces on what effective leaders do rather than figuring out who
effective leaders are (Robbins, 2003). The behavioral theorists posits that persons could be
trained to be leaders because behaviors, unlike traits, can be trained. It is through the
understanding of behaviors of leaders that one may classify leaders under different categories
(Bolden et al., 2003).

12
2.3.3. The Contingency or Situational Theory

Whilst behavioral theories may help leaders develop particular leadership behaviors they give
little guidance as to what constitutes effective leadership in different situations. Indeed, most
researchers today conclude that no one leadership style is right for every manager under all
circumstances. Instead, contingency-situational theories were developed to indicate that the style
to be used is contingent upon such factors as the situation, the people, the task, the organization,
and other environmental variables (Bolden et. al, 2003). The theory states that instead of using
just one style, successful leaders should change their leadership styles based on the maturity of
the people they're leading and the details of the task. Using this theory, leaders should be able to
place more or less emphasis on the task, and more or less emphasis on the relationships with the
people they're leading, depending on what's needed to get the job done successfully (Hersey et
al., 2006).

2.3.4. Transformational Theory

This theory is among the modern views of leadership philosophies. For instance, Burns (1978)
who considered as the founder of transformational leadership theory viewed transformational
leadership theory as the involvement of leaders in inspiring followers to commit to a shared
vision and goals for an organization or unit. This theory focuses on the change and the role of
leadership in envisioning and implementing the transformation of organizational performance.
According to Bass &Riggio (2006), such leaders provide their associates with a sense of purpose
that goes beyond a simple exchange of rewards for effort provided. They convince their
associates to strive for a higher level of achievement as well as higher levels of moral and ethical
standards. Through the development of their associates, they optimize the development of their
organization as well. High performing associates build high performing organizations.

To sum up, whatever each of these theories has their own weakness and strength, they comes
incrementally from “Trait” theories to “Transformational” leadership. The early theories tend to
focus upon the characteristics and behaviors of successful leaders, later theories begin to
consider the role of followers and the contextual nature of leadership. Therefore,
transformational leadership has the potential for building a high level of commitment in
13
followers in relation to the complex and uncertain nature of the organizational performance.
Accordingly, the transformational leadership model of (Kouzes and Posner, 2002) which is based
on years of empirical research, includes a series of qualities that must be possessed and practices
that must be applied to provide an organization in every organizational leadership guidance on
how to lead as well as practical suggestions of how to act during difficult situations.

2.4. Effective Leadership Practices

Based on the results of extensive research on the practices and skills of effective leadership in
public and private organization, Kouzes and Posner (2002) have identified five practices of
effective leaders. Hence, different scholars have suggested the importance and validity of these
practices. For instance: according to Wart (2009) the leadership practice theory employed by
Kouzes and Posner represent another approach in the transformational school and their approach
is universal and empirical. With this regard, the five leadership practices identified by Kouzes
and Posner are briefly presented as follow:

2.4.1. Modeling the Way

Leader modeling, or setting the example, has a dramatic impact on the effectiveness of the
organization being led. In modeling the way, effective leaders know their own voice and are
deeply committed to their beliefs, values and principles. Effective leaders act as a model for their
followers and shows observable commitment to their organization. In doing so, they develop
committed and loyal followers in their organization that work towards the achievement of
organizational Performance (Kouzes& Posner, 2002).

2.4.2. Inspiring Shared Vision

According Kouzes and Posner (2002), once the leader establishes a vision, he or she must enlist
others in the vision. In developing a shared vision, effective leaders encourage constituents to
examine the big picture rather than simply focus on the here and now. Effective leaders
encourage others to envision where they want to be or where they want to go in their futures.
Recognizing that they alone cannot lead an organization to success, effective leaders successfully

14
communicate the need for a team effort in accomplishing a shared vision. Effective leaders listen
to their constituents, encourage them to commit to the organization’s work, and help them feel
satisfied as contributing members of the organization.

2.4.3. Challenging the Process

Challenging the process includes searching for opportunities, experimenting, taking risks, and
confronting and changing the status quo. Leaders search for opportunities for themselves and
others to exceed their previous levels of performance. Leaders who challenge the process are
continuously searching for opportunities to improve and innovate, with little fear of
experimenting and taking risks. Such leaders are proactive and unwilling to settle for the status
quo. Effective leader help people learn from their mistakes, continuing towards success.
Ultimately, leaders must build a commitment to the challenge of reaching new heights,
supporting constituents along the way (ibid).

2.4.4. Enabling Others to Act

Enabling others to act involves, fostering collaboration by promoting cooperative goals and
mutual trust as well as strengthening others by sharing power and information. When leaders
who have not shared power and information try to be open and honest, their messages are
perceived to be fabrications. Leaders who desire excellence realize that they must empower
people to achieve excellence. Thus, establishing a culture of interdependence simply indicates
that individuals rely on one another to accomplish the shared goals of the organization,
recognizing that everyone must contribute in order for the organization to be successful. Finally,
effective leaders create opportunities for various interactions so that individuals can network
with one another, sharing their experiences and expertise as well as celebrating their
accomplishments (ibid).

15
2.4.5. Encouraging the Heart

Encouraging the heart involves recognizing contributions and celebrating accomplishments.

Recognizing contributions involves focusing on the organization’s shared vision and goals,
expecting the best of others in their efforts to meet the established goals, paying attention to the
work of others by listening to them and showing your care, and recognizing their efforts through
thoughtful and creative ways. In addition to recognizing the contributions of others, effective
leaders celebrate the victories of the organization. Such celebrations build a sense of community,
make lasting memories of success, reinforce the goals of the organization, and demonstrate that
the leader is aware of the contributions of her/his constituents (ibid).

2.5 Likert Styles of Leadership in Organizations

There are many styles of leadership by different scholars. This organizational development
model is based on the RensisLikert scale, known as Likert or Five Evolutionary Levels of
Organizational Development (UNDP, 2005) and further developed and refined by Dennis
Emberling. The stages of development clearly show the degree of autonomy prevailing in the
organizations characterized by the styles; in particular around decision-making and the degree to
which people are involved in the decision (Likert, 1967). Based on this model, there are five
possible leadership styles referred to as levels and defined as follows:

2.6. Types of Leadership

2.6.1. Managerial Leadership

This assumes that, the focus of leaders ought to be on functions, tasks and behaviors and that if
there functions are carried out completely the work of others in the organization will be
facilitated. This can be supported with (Bush, 2003) who said “Formal models are assumed that
organizations are hierarchical systems in which managers use rational means to peruse agreed
goals.” Heads possess authority legitimized by their formal positions within the organization and
are accountable to sponsoring bodies for the activities of their institutions. Also (Caldwell, 1992)
argues that manager and leaders of self-managing schools must be able to develop and
16
implement a cyclical process involving seven managerial functions: Goal setting, Needs
identification, Priority setting, Planning, Implementing and Evaluating.
Managerial leadership is focused on managing existing activities successfully rather than
visioning a better future for the school. It has certain advantages notably for bureaucratic
systems, but there are difficulties in applying it too enthusiastically to schools and colleges
because of the professional role of teachers. If teachers do not own innovations but are simply
required to implement externally imposed changes they are likely to do so without enthusiasm,
leading to possible failure (Bush, 2003).

2.6.2. Transformational Leadership

This type of leadership assumes that the central focus of leadership ought to be commitments and
capacities of organizational members. High levels of personal commitment to organizational
goals and greater capacities for accomplishing those goals are assumed to result in extra effort
and greater productivity (Leadwood, 1999). He conceptualizes transformational leadership along
eight dimensions: Building school vision, Establishing school goals, Providing intellectual
stimulation, Offering individual support, Modeling best practices and important organizational
values, Demonstrating high performance expectations, Creating a productive school culture and
Developing structures to foster participation in school decisions.

2.6.3. Participative Leadership

It assumes that the decision making process of the group ought to be the central focus of the
group (Leadwood, 1999). The model is underpinned with three assumptions; Participation will
increase school effectiveness, Participation is justified by democratic principles and in the
context of site-based management, and leadership is potentially available to any legitimate
stakeholder.
(Sergiovanni, 1984) points to the importance of a participative approach. This will succeed in
bonding staff to gather and in easing the pressures on school principals. The burdens of
leadership were less if leadership functions and roles shared and if the concept of leadership
density were to emerge as a viable replacement for principal leadership.

17
CHAPTER THREE
3. RESEARCH DESIGN AND METHODOLOGY
3.1. The Research Design
The research designs apply was descriptive comparative study design. Within this, both
quantitative and qualitative (mixed method) approaches were applied. Comparative study was
selected because the study attempts to reveal the exiting situation regarding practice and
challenges of leadership practice among lemi kura sub city.

3.2. Sources of Data

The study was used both primary and secondary sources of data.
Primary sources of data:-The major primary data sources for the study are customers,
employees, office heads the front line respondents and able to share their experiences on the
existing problems.
Secondary sources of data:-Secondary sources such as different documents, reports, related
literatures and other relevant materials were used.

3.4. Sample and Sampling Techniques

3.4.1. Sample Size
Currently there are above 30 office in lemi kura sub city and 50 respondents was selected, from
the total numbers of population 1860 which was selected randomly by using purposive
saqmpling method.

3.4.2. Sampling Techniques

The sampling technique for this study was simple random technique, so as to give an equal an
chance to be selected respondents. Respondents were selected based on available, purposive and
simple random sampling techniques.

3.5. Method of data analysis

The collected data was analyzed by using descriptive analysis method according, percentage and
frequency count were analyzed and interpret the data collected from the sample respondent.

18
CHAPTER FOUR

4. DATA PRESENTATION AND ANALYSIS

The sample survey covered respondents which were selected conveniently from the customer
and employees of lemi kura Sub City and were use random sampling for employee of the
organization. The researcher could get was only 50 Thus, the study tried to analyze and
interpreted the data based on the (40) customers and the fives (10) employees, Description on
respondents back ground the age, sex, education level, type of occupation and marital status are
some of the characteristics of sample respondents.

4.1 Demographic characteristics of the respondents

The table shows the personal information of the respondents which is participated in the study in
sex, age, and marital status.

Table 4.1: Demographic characteristics of respondents

Sex Frequency Percentage (%)

Male 30 60%
Female 20 40%
Total 100 100%
Age
<20 5 10%
21-30 15 30%
31-40 20 40%
40 and above 10 20%
Total 50 100%
Marital status
Married 20 40%
Single 30 60%
Total 50 100%

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As indicated in the table 4.1, male respondents of the study are account for 30(60%) while
female respondents of the study are 20(40%). This shows that both male and female respondents
are involved in the study area and majority of the respondents are male. Generally this reviles
that majority of customers are male parts, from this it seems that the participant of females is low
in facing challenges of leadership practice as compared to males which further indicates their
insignificant business participation in lemi kura sub city. Age is one of the socio economic
variables that determine performance. And the respondents are from all age groups, the lower
limit is 20 years old whereas the upper limit is 40 years old and above. The respondents are
between the age less than 20, 5(10%) while of the respondents grouped under 21-30, 15(30%),
31-40, 20(40%) and 40 and above are 10(20%). As the researcher understood form the table’s
above majority of the respondents are between the ages of 31-40. Out of the total respondent
(40%) are married and (60%) are single, so it can be said that the randomly selected respondents
are single. This clearly indicates how marital status contributes to responsibility and
accountability of leadership challenges.

Table 4.2: Educational level and work experience of respondents.

Education level Count %

Primary education (1-8) 5 10%
Secondary education (9-10) 10 20%
Preparatory (11-12) 15 30%
12 complete 5 10%
Technical & vocational 5 10%
Higher education 10 20%
Total 50 100%
Source: survey, 2023

The table 4.2 shows that respondents are from all categories of educational levels determined by
the researcher. The lower limit of educational level is determined to be 12 complete and
technical and vocational and primary education while the upper limit of educational level is
determined to be preparatory , from the entire respondents primary education 5 (10%)
secondary10(20%) ,preparatory 15 (30%),complete and technical and vocation 5(10%)

20
respectively ,10(20%)and higher education . This clearly depict that most of the selected
respondents was preparatory education. As education level increase the skill to manage and
understand the business also increase accelerating productivity and this alleviate challenges of
leader ship style.

Analysis of data and interpretation

Leadership practice of lemi Kura Sub City

Most of the selected respondents are above 30 years old and illiterate who don’t have enough
knowledge regarding the challenges of leadership style. So, in the following sections it is
possible to know the problems regarding the challenges of leadership style in lemi Kura Sub
City.

Table 4. 3 Leadership practice of lemi kura Sub City

How do you see the leadership practice of lemi kura Sub City? Frequency %

Very poor 5 10%

Poor 10 20%

Moderate 20 40%

High 10 20%

Very high 5 10%

Total 50 100%

Source survey, 2023

Table 4.3 shows that 5(10%) respondents stated that the leadership practice of lemi kura Sub
City was very poor which indicates that customer does not got effective service from the office.
In the table above the leader ship style of the sub city was poor, moderate, high and very high
which accounts 10(20%),20(40%),10(20%) and 5(10%) respectively.

21
From the table the researcher can understand that there were challenges and problems of
leadership practice in the sub city.

Table 4.4 The repayment period mostly used by customers

Have The leader work in collaborate with Count %

office employees and invite them to take a
part in the sub city leadership activities

1 Yes 20 40%

2 No 30 60%

Total 50 100%

Source: survey, 2023

From table 4.4 researcher observe that 20(40%) of the respondents said that leader work in
collaborate with office employees and invite them to take a part in the sub city leadership
activities and the rest 30(60%) of respondents said leaders are not permitted to work in
collaborate with their employees.

Table 4.5 Presence of follow up & supervision

Do you know how the principals come Frequency Percentages (%)

to their leadership position
Yes 15 30%
No 35 70%
Total 50 100%
Source survey 2019

In table 4.5 it is indicated that 35(70%) of the respondents said that the did not know how the
principals come to their leadership position. This shows that there is a problem of clarity
regarding how leaders come to their position. Whereas 15(30%) of respondents said that there is
know how the principals come to their leadership position.

22
Table 4. 6 Leader’s ability to lead groups and organizations in a modern way

The leader has ability to lead Count %

groups and organizations in a
modern way

1 Yes 20 40%

2 No 30 60%

Total 50 100%

Source survey, 2020

Table 4.6 shows 20(40-%) of sample respondents said the leader has ability to lead groups and
organizations in a modern way and 30(60%) said the leader has no ability to lead groups and
organizations in a modern way. This implies that the leaders are not enough to lead the sub city.
The major reason for poor leadership ability is lack of knowledge, lake of experience and lack of
good governing style of leaders.

Table 4.7 Service delivery provide in lemi kura sub city

How do you see the service delivery provide in lemi kura sub city Frequency %

Very poor 5 10%

Poor 25 50%

Moderate 10 20%

High 5 10%

Very high 5 10%

Total 50 100%

Source survey, 2023

23
In table 4.7 majority of respondents said that 25(50%) of the service delivery provide in lemi kura
sub city was poor .this indicate that the sub city should improve its service delivery activity. As shown
in the tables 5(10%), 10(20%), 5(10%) and 5(10%), said that the service delivery problem was
very poor, moderate, high and very high in the sub city.

Table 4.8 challenges in leadership practice in lemi Kura Sub City

What are the challenges in leadership practice in lemi Frequency Percentage (%)
kura Sub City
1 Lack of knowledge of leader
2 Problem of government rules and regulation
3 Lack of knowledge and experience of employees 50 100%
4 lack of knowledge on policy interpretation

Total 50 100%
Source survey, 2023

As show in table 4.8 all of the respondents states that Lack of knowledge of leader, Problem of
government rules and regulation, Lack of knowledge and experience of employees and lack of
knowledge on policy interpretation are the major challenges of leadership style in lemi kura sub
city. Providing proper training for leaders and employees, as stated be respondents hiring leaders
on their proper position and modifying rules, regulation and policy are the major remedies to
alleviate challenges of leadership style in lemi Kura sub city.

24
CHAPTER 5

5.1. CONCLUSIONS

Most of the selected respondents are above 30 years old and illiterate who don’t have enough
knowledge regarding the challenges of leadership style. So, in the following sections it is
possible to know the problems regarding the challenges of leadership style in lemi Kura Sub
City.

Researcher observe that 20(40%) of the respondents said that leader work in collaborate with
office employees and invite them to take a part in the sub city leadership activities and the rest
30(60%) of respondents said leaders are not permitted to work in collaborate with their
employees.

20(40%) of the respondents said that leader work in collaborate with office employees and
invite them to take a part in the sub city leadership activities and the rest 30(60%) of respondents
said leaders are not permitted to work in collaborate with their employees.

Majority of respondents said that 25(50%) of the service delivery provide in lemi Kura sub city was
poor .this indicate that the sub city should improve its service delivery activity.

All of the respondents were states that Lack of knowledge of leader, Problem of government
rules and regulation, Lack of knowledge and experience of employees and lack of knowledge on
policy interpretation are the major challenges of leadership style in lemi kura sub city. Providing
proper training for leaders and employees, as stated be respondents hiring leaders on their proper
position and modifying rules, regulation and policy are the major remedies to alleviate
challenges of leadership style in lemi Kura sub city.

25
5.2 RECOMMENDATION

Based upon the results obtained from this study and conclusions drawn the following
recommendations are made.

 It is clear that successful leadership are mainly the result of competent and well qualified
leaders. If the leaders are not qualified and not well trained the sub city administration cannot be
successful.

5.3 FINDING

As the findings of this study indicate the practice of leadership studied was not found good
enough. Therefore, to capable lemi kura sub city principals leadership knowledge through in
service training, workshop, seminars have to be arranged so as to enhance their leadership gap,
and also objective and competence based criteria should be developed to assign competent
principals rather than assignment of authority.

 Everything is changing very fast these days within very short period of time. The knowledge
someone has become obsolete within short period of time. This is also true for the lemi kura sub
city principals with leadership training .They have to get continuous and professional training on
leadership by participating stakeholders, NGO,and financing in building of principals leadership
capacity to assurance of good governance.

26
REFFERENCE

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Hemphill, John K(1949). Situational factors in leadership. Columbus, ohio: state university Hemphill,
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(LEAD).
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Quest for competence.Training magazine, July 1996.
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28
GAGE COLLEGE

MANAGEMENT

A questionnaire to be filled by respondents

Dear students the purpose of this questionnaire is to examine the challenges of leadership
practice in sub city. The questions are formulated on the current leadership practice of sub city.
This questionnaire has two parts; part one is on background information of the respondents, part
two is related with leadership practice. Your willingness in providing frank response to every
item is valuable for the success of the research.

Directions:

 you don’t have to write your name.

 the information provided was used only for academic purpose and were kept confidential.

 Put ( )mark in the box to indicate your response

 please address all the items thoughtfully and frankly.

Thank you in advance for your kind cooperation

Questionnaire for respondents

1. Sex male ( ) Female ( )

. Marital status ( ) Married ( ) UN married ( )

2. Level of education

a) 12 completed ( ) B) Diploma ( )

C) Degree ( ) D) Above ( )

29
3. How do you see the leadership practice leader of lemi kura Sub City?

1. Very poor
2. Poor
3. Moderate
4. High
5. Very high
4 Have The leader work in collaborate with office employees and invite them to take a part
in the sub city leadership activities
1. Yes
2. No

5. Can you say that the leader has ability to lead groups and organizations in a modern way?

1. yes

2. no

6 .if your answer is no explain the reasons?

7. How do you see the service delivery provide in lemi Kura sub city?

1. Very poor
2. Poor
3. Moderate
4. High
5. Very high

8. What are the challenges in leadership practice in lenmi kura Sub City?

1. Lack of knowledge of leaders

2. Problem of government rules and regulation

3. Lack of knowledge and experience of employees

4. Lack of knowledge on policy interpretation

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5. Others ----------------------------

31