Leadership Styles and Challenges in Ethiopian Public Sector Organizations

ASSESSMENT OF LEADERSHIP STYLES AND CHALLENGES IN
THE PUBLIC SECTOR ORGANIZATIONS IN GAMO GOFA ZONE

MALO KOZA WEREDA, SNNPRS OF ETHIOPIA
A RESEARCH PROJECT SUBMITTED TO ARBA MINCH

UNIVERSITY COLLEGE OF BUSINESS AND ECONOMICS
DEPARTMENT OF MANAGEMENT IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR DEGREE OF MASTER OF
BUSINESS ADMINSTRATION
BY
MARUFA MEKURIA
OCTOBER, 2017
ARBA MINCH, ETHIOPIA
ASSESSMENT OF LEADERSHIP STYLES AND CHALLENGES IN THE
PUBLIC SECTOR ORGANIZATIONS IN GAMO GOFA ZONE MALO
KOZA WEREDA, SNNPRS OF ETHIOPIA
A RESEARCH PROJECT SUBMITTED TO ARBA MINCH UNIVERSITY

COLLEGE OF BUSINESS AND ECONOMICS DEPARTMENT OF
MANAGEMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR DEGREE OF MASTER OF BUSINESS ADMINSTRATION
BY: MARUFA MEKURIA MELKO
ADVISER: AFEWORK GETACHEW (PHD)
OCTOBER, 2017
ARBA MINCH, ETHIOPIA
Declaration
I, Marufa Mekuria, declare that this study entitled “LEADERSHIP STYLES AND
CHALLENGES IN THE PUBLIC SECTOR ORGANIZATIONS IN GAMO GOFA ZONE
MALO KOZA WEREDA PUBLIC SECTOR ORGANIZATIONS” is my original work and
has not been presented for a degree in any other university, and that all sources of materials
used for the study have been duly acknowledged.
Declared By: Marufa Mekuria Melko
Signature……………………..
Date 06/02/2010
Assessment of Leadership Styles and Challenges Page i

SCHOOL OF GRADUATE STUDIES
ARBA MINCH UNIVERSITY
ADVISOR RESEARCH PROJECT SUBMISSION APPROVAL SHEET
This is to certify that the research project entitled “LEADERSHIP STYLES AND
CHALLENGES IN THE PUBLIC SECTOR ORGANIZATIONS IN GAMO GOFA ZONE
MALO KOZA WEREDA PUBLIC SECTOR ORGANIZATIONS” submitted in partial
fulfillment of the requirements for the degree of Master of Business Administration, School
of Post Graduate Studies, Department of Management, has been carried out by Marufa
Mekuria, under my supervision. Therefore I recommend that the student has fulfilled the
requirements and hence hereby can submit the Research Project to the department for
defense.
Advisor: Afework Getachew (PhD)
Signature ……………………….
Date 06/02/2010
Assessment of Leadership Styles and Challenges Page ii

SCHOOL OF GRADUATE STUDIES
ARBA MINCH UNIVERSITY
EXAMINERS RESEARCH PROJECT APPROVAL SHEET
This is to certify that the research project prepared by Marufa Mekuria, entitled:
“LEADERSHIP STYLES AND CHALLENGES IN THE PUBLIC SECTOR
ORGANIZATIONS IN GAMO GOFA ZONE MALO KOZA WEREDA”and submitted in

partial fulfillment of the Requirements for the Degree of Master of Business Administration
complies with the regulations of the University and meets the accepted standards with respect
to originality and quality.
Signed by the Examining Committee:
External examiner: Dr. TeklegiorgisAssefa (Ass. Prof.)
Signature ___________ Date 03-11-2017
Internal examiner: GemechNemera (PhD)
Signature _______________ Date 03-11-2017
Advisor: Afework Getachew (PhD)
Signature _______________ Date 03-11-2017
Chairperson: Mr. Getahun K.
Signature ---------------------- Date 03-11-2017
Assessment of Leadership Styles and Challenges Page iii

Acknowledgement
Above all, I would like to express all the glory and honor to the Almighty God whose grace
enabled me to succeed in my study despite the challenges I was confronted with.
I would like to express my deepest and heartfelt gratitude to my advisor Dr. Afework
Getachew for his unreserved and valuable support and guidance during my study and
research project work.
I highly appreciate and thank Malo Koza Wereda Administration office leaders for providing
the chance of sponsorship and fulfilling all requirements like financial, material and moral
supports, especially Wereda chief administrator Mr. TilahunGetachew and his members of
administrative bodies for their fatherhood and wise providing of all requirements.
I am grateful to Commander Mesele Mersha, MuluBadada, TagayAchula, TegegnTerefe,

EsraelDemisie, and others for their wholehearted support in all regards I needed to succeed in
my study.
I am indebted to my relatives namely Mr. Teferi Abate as well as Mr. DinkuDinbo for they
were enthusiastic to share more responsibilities that I encouraged and strengthen during my
study.
My heartfelt thanks also go to Mr. Betta Tsamato for providing technical support, and to my
management department staff instructors for their unreserved encouragement they provided
me with while I was conducting my study.
At last not least my greatly appreciation and thank to my lovely wife Filagot Mesele for her
serious stand by resisting the challenges to pass in our daily life with full of hope.
Thank You All!!
Marufa Mekuria
Assessment of Leadership Styles and Challenges Page iv

Acronyms/Abbreviations
GGZ – Gamo Gofa Zone
ICT – Information Communication Technology
LPC - Leadership Practice and Challenge
HR - Human Resource
LS – Leadership Style
MLQ – Multi-factor Leadership Questionnaires
MKWA – Malo Koza Wereda Administration
MWFED - Malo Koza Wereda Finance and Economic Development Office
MKWARD - Malo Koza Wereda Agriculture and Rural Development Office
NPR – New Public Reform
OH – Office Heads
PSO – Public Sector Organizations
PHRB – Public service & Human Resource Bureau
SNNPRS - South Nation Nationalities and People Regional State
SPSS - Statistical Package for Social Science
TL – Team Leaders
UNDP – United Nation Development Program
WPC – Work Process Coordinators
Assessment of Leadership Styles and Challenges Page v

Table of Contents
Acknowledgement .................................................................................................................... iv
Acronyms/Abbreviations.............................................................................................................v
Table of Contents ...................................................................................................................... vi
List of Tables .......................................................................................................................... viii
List of Figures ........................................................................................................................... ix
ABSTRACT .................................................................................................................................x
CHAPTER ONE - INTRODUCTION .........................................................................................1
1.1 Background of the Study .............................................................................................. 1
1.1. Statement of the Problem ............................................................................................. 3
1.1.1. Research Questions .......................................................................................... 6

1.2. Objectives of the Study ................................................................................................ 6
1.3. Significance of the Study ............................................................................................. 6
1.4. Delimitation of the Study ............................................................................................. 7
1.5. Limitation of the Study ................................................................................................ 7
1.6. Organization of the Study ............................................................................................ 8
1.7. Definition of Concepts and Terms ................................................................................ 8
CHAPTER TWO - LITERATURE REVIEW .............................................................................9
2.1 Concepts of Leadership ................................................................................................ 9
2.1 Leadership versus Management ..................................................................................10
2.2 Leadership Theories ....................................................................................................11
2.3 Leadership Practices ...................................................................................................14
2.4 Challenges of Leadership ............................................................................................21
2.5 Leadership Development Strategies ............................................................................23
2.6 Leadership Effectiveness in Organizations ..................................................................25
Assessment of Leadership Styles and Challenges Page vi

2.7 Empirical Literature Reviews .....................................................................................26
CHAPTER THREE - RESEARCH DESIGN AND METHODS ............................................... 29
3.1 The Study Area Description ........................................................................................29
3.2 Research Design and Approach ...................................................................................31
3.3 Data Sources ...............................................................................................................31
3.4 Study Population .........................................................................................................32
3.5 Sampling Design and Sample Size Determination .......................................................32
3.6 Data Collection Techniques ........................................................................................34
3.7 Reliability and Validity Test .......................................................................................36
3.8 Data Processing and Analysis......................................................................................38
3.9 Ethical Consideration ..................................................................................................39
CHAPTER FOUR - RESEARCH RESULTS AND DISCUSSIONS .........................................40
4.1 Data Analysis ..............................................................................................................40
4.2 Socio-Demographic Variables of Respondents ............................................................40
4.3 Assessment of the Preference of Leadership Style Practices ........................................42
4.4 Challenges Faced Malo Koza Wereda Public Sector Organizations Leaders ................59
4.5 Leadership Development Strategy Implementations in Malo Koza Wereda Public

Sector Organizations..............................................................................................................66
CHAPTER FIVE - SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................. 74
5.1 Summary ....................................................................................................................74
5.2 Conclusions ................................................................................................................76
5.3 Recommendations .......................................................................................................77
5.4 Limitations of the Study and Suggestions for Future Studies .......................................78
References ................................................................................................................................79
APPENDIXS ............................................................................................................................ 86
Assessment of Leadership Styles and Challenges Page vii

List of Tables
Table 1 Theories of Leadership ........................................................................................... 12
Table 2: Sample SizeDetermination .................................................................................... 33
Table 3: Reliability Test .................................................................................................... 37
Table 4: Socio-Demographic Data of Respondent ............................................................... 41
Table 5: Leadership Style Questionnaires Composition ....................................................... 43
Table 6: Mean Score Interpretation .................................................................................... 43
Table 7 : The Level of Autocratic, Democratic and Laissez-faire Leadership Styles ............ 47
Table 8: Transactional Leadership Style ............................................................................. 50
Table 9: Transformational Leadership Style ........................................................................ 51
Table 10:T-test of Variance Analysis of Respondents Based on Gender .............................. 53
Table 11: Analysis of Variance by the Level of Education .................................................. 54
Table 12: Analysis of Variance by the Level of Positions .................................................... 55
Table 13: Analysis of Variance by the Level of Age ............................................................ 57
Table 14: Analysis of Variance by the Level of Experience ................................................. 58
Table 15: Overall Leadership Challenges ............................................................................ 62
Table 16: T-test Analysis of the Respondents Based on Gender........................................... 64
Table 17: Analysis of Variance by the Level of Age of the Respondents ............................. 64
Table 18: Analysis of Variance by the Position Level of Respondents ................................. 65
Table 19: Analysis of Variance by Work Experience of Respondents .................................. 66
Table 20: Overall Leadership Development Strategies ........................................................ 70
Table 21: T-test Analysis of the Respondents Based on Gender........................................... 71
Table 22: Analysis of Variance by the Level of Education .................................................. 72
Table 23: Analysis of Variance by the Experience Level of Respondents ............................ 72
Table 24: Analysis of Variance by the Position Level of Respondents ................................. 73
Assessment of Leadership Styles and Challenges Page viii

List of Figures
Figure 1: Study Area Map ................................................................................................... 31
Assessment of Leadership Styles and Challenges Page ix

ABSTRACT
The purpose of this study was to assess the current leadership style practices and challenges
in Malo Koza Wereda public sector organizations and then to suggest techniques of
overcoming the problems. To this end, descriptive survey research design as well as both
quantitative and qualitative research approach was employed. The study included 23 sample
public sector organizations selected by both purposive and stratified random sampling
techniques. A total of 135 subjects composed of 39 office heads, 68 work process
coordinators and 28 team leaders. A questionnaire of 135 copies were distributed and 100%
of which were collected and face-to-face interview was conducted with leaders. The
quantitative data were analyzed using mean, standard deviation, percentage, independent
sample t-test and ANOVA through SPSS version 20, whereas the qualitative data were
analyzed in narration. The finding revealed that democratic leadership style was dominant in
the study area with mean score value of 4.18 followed by transactional leadership style with
mean score value of 2.92. These two styles were commonly practiced ones in the study area.
In addition to this, the study disclosed that public reform program, leadership role,
technology advancement and satisfying customers, government and employees were the main
challenges for public sector organizations leaders (Mena <2.6). Moreover, the study
indicated that leadership development strategy in study area were poor because of poor
identification of leaders’ skill gaps & skill levels (Poor need assessment), poor coach systems
and low continuous training program (Mean <2.6). Thus, the researcher recommended that
public sector organizations leaders need to apply appropriate leadership style, prepare short,
medium and long plan to handle leadership challenges; equip & train public sector
organizations leaders to carefully implement leadership development strategies and to be
effective in leadership. Besides alternative methods need to be sought through rigorous
research.
Key words: Leadership practice, Leadership challenge, Leadership development
Assessment of Leadership Styles and Challenges Page x

CHAPTER ONE - INTRODUCTION
This chapter includes background of the study, statement of the problem, research
objectives, significance of the study, delimitation of the study, limitations of the study,
organization of the study and definition of concepts and terms.
1.1 Background of the Study
Now a day, leadership plays a vital role in improving nation’s development, enhance
citizens living conditions and prosperity. This role can be determined and achieved by the
effective leadership in organizations. More specifically, the existence of sound
organization and goal achievement is among the core components which explain the
essence of leadership. In this respect, leadership is a psychological process of influencing
followers (subordinates) and providing guidance, directing and leading the people in an
organization towards attainment of the objectives of the organization (Aquinas, 2007).
Besides to this, leadership can be defined in three dimensions considering personality
behavior, learning behavior and situational issues interpreted as leadership is
interpersonal influence, exercised in a situation and directed, the communication process,
toward the achievement of a specific goal or goals (Power, 1976).
Organizations set goals or objectives being excellence in all activities by using

employees’ effort to motivate and inspire them. In this regard, the main purpose of
leadership in organization is motivating, inspiring, initiating and shaping employee
behavior to achieve the goals of the organization (Dave et al., 1999). Moreover, in order
to boost public sectors service quality and achieve organizational strategic objectives or
creating results, leadership is essential to realize the public sectors performance
(Sandbakken, 2006). Thus, this broad and complex activities of the organization requires
influential or effective leadership unless it seems to be a paper plan.
However, still now the word leadership has no one universally accepted definitions or
understanding (Cetin, 2012) and (Sandbakken, 2006). But, most scholars and authors
agreed on a commonly accepted definition of leadership is a process used by an
individual to influence a group of members or followers toward a common goal (Bass,
1990) and (Howell and Costler, 2001).
One of the major determinants of influencing followers and effective goal achievement is
the appropriate leadership styles practiced in organizations. In this regard, leadership
Assessment of Leadership Styles and Challenges Page 1

practices can be considered as effective if there is achieving excellent group performance,
outstanding employees’ satisfaction and greater reputation of large scale change in
organizational structures (Nahavandi, 2011). This implies that, how important leadership
practice is in an organizations, the existence of sound leadership practices in organization
is the result of goal achievement, followers’ satisfaction and over all organizational
change. Thus, leadership practice is a human cognition cannot be easily understood,
simply it is a function of mental capacity because sense-making is assisted (and inhibited)
by the dynamic/complex situation in which it takes place (Resnick, 1991). This
justification is in line with the Douglas McGregor (1960) theory that incorporates
leadership style, leadership behavior, situation and the way leaders accept to the situation
(McGregor, 1960).
The Ethiopian government has shown commitment to improve public service sectors
leadership by launching different change initiatives like performance based measurement
(PBM), business process reengineering (BPR), balance scored card (BSC) and kaizen
philosophies (KP) under the scope of civil service reform program. Thus, the government
of Ethiopia expects that all public service leaders at different level should devote their
time to achieve growth and transformational plan goals (Zerihun & Tesfaye, 2014). To
achieve these growth and transformation plan requires visionary leaders and innovative
ability to accomplish it effectively and efficiently.
According to Siti et al, (2012) leadership itself is a challenge and it constantly presents
challenges to a leader and their abilities. These challenges are an encouragement to rise to
another level, to test yourself and improve in the process, and to show that you can
accomplish something that may seem difficult or even impossible. Siti et al. stated that
the same challenges facing different countries leaders are to provide better leadership
such as providing better roles and competencies of leaders, balancing the gender
inequality among leaders, maintaining current technology and providing better new
public management programs. Hence, to overcome leadership challenges, the public
sector organization leaders must equipped with currently required leadership skills in the
way of undertaking their activities in organizations by effectively implementing
leadership development strategies.
Therefore, to assess these leadership practice, leadership challenges and leadership

development strategy implementations, the researcher employed mixed research method.
However, the existing practice of leadership in connection with public sector

organizations performance is hardly addressed by research works. As a result, the
researcher has found it is vital to examine the contribution of leadership practices to the
improvement of public sector organizations performance since ensuring public sector
organizations performance is the ultimate purpose of leadership in the public sector
organizations.
1.1. Statement of the Problem
Leadership is seen as the source of organizational success and the key determinant of
organizational performance, and lack of appropriate leadership is attributed for poor
performance at business and even national levels (Storey, 2005 ). Accordingly, there is a
positive relationship between effective leadership and organizational performance
(Edoka, 2012). This indicates that the success or failure of the organization depends on
effectiveness of leadership that determines the organizations performance.
However, most of the time scholars and researchers give more emphasis to the superior-
subordinate relationship in conducting research. As a result, Barker (2001) explained the
House & Aditya (1997) idea of leadership effectiveness by asserting that a problem with
current leadership studies were given due attention to the relationship between leaders
and followers in an organization and exclusions of leaders own functions/behaviors of
performance and leaving some environmental variables in organizations that bases for
effective leadership performance(Barker, 2001). This implies that few studies were
conducted on the leaders own behaviors when using leadership styles in a given
situations.
Moreover, currently up to seventy percent (70%) change initiatives failed due to the
problems related with leadership behavioral issues expressed that within the growing
literature on change leadership, there are assertive that the root cause of many change
problems is related with leadership behavior who chose appropriate LS for a given
situation (Higgs & Rowland, 2005).
Leadership effectiveness depends on leadership style practices which also determined by

the characteristics of leader, situation and followers (Spillane, 2006). Nevertheless, a
traditional hierarchical (top-down) view of leadership is still very present, which explains
the absence of studies on the dynamics of leadership practice in the public sector
organizations (Ketll, 2000). In line with this, another study disclosed that some leaders
confirms the performance of the employees with that of rewards to make exchange it for

appropriate outcome that motivates followers to be effective in improving performance
(Scott, 2003). While others behavior’s showed that motivating, inspiring, &
understanding their followers (Bass, 1990) and still others are being contingent with the
situations (Owens, 2004). This different types of leadership styles practices in
organizations makes leadership activities very dynamics. The complexity of leadership is
related with the identification of appropriate leadership styles that is suitable for the
situation, equipment of better and currently required leadership skill and the way of
overcoming leadership difficulties. In this regard, when leaders are unfamiliar with the
leadership styles and fails to pick the appropriate leadership style to favorably resolve the
conflict is the manifestation of problems in organizations (KarthiKeyan, 2015).
In sub – Saharan Africa, the study indicates that there is unstable leadership to achieve the
goals and objectives of a nation (Afegbua and David, 2012). They stated that this
frequently change of leadership in Africa brings the critical failure to leaders of the nation
and the nation’s leaders were limited experience to be able to perform the goals and
objectives of the country and/or nation. Besides, the economic status of one’s country
also determine the activities of leadership in public sector organizations which might be
reflected in low infrastructure development, low technological development, non-frequent
leadership training program and ineffective leadership systems as compared to developed
nations (Siti et al., 2012).
The government of Ethiopia gives due attention to enhance the leaders effectiveness by
launching new change initiatives and new hierarchical transformation from centralized
government to decentralized government to satisfy the citizen of the country. However,
the study conducted on public sector organizations of Ethiopia revealed that the civil
service reform implementation was ineffective due to the problems related with
leadership in the public sector organizations (Gebre Miruts, 2015). Thus, this indicated
that there was unresolved problems relating to leadership attitudes when applying
leadership styles in public sector organizations.
Despite the fact that the challenges of leadership in public sectors were the
misunderstanding on reform program implementation and initiatives from people in
organization, including stakeholders because the required awareness was not created and
less involvement in mission and vision preparation of the organizations
(Zerihun&Tesfaye, 2014). Leadership supports and commitment to enhance the
transformation agenda of the government were highly affected with the great challenges.

According to Management Training & Development (MTD, 2010) the skill of leaders
were very essential to motivate, inspire, challenge, encourage, and model the way to
employees and to boost the performance of public sector organizations. Therefore,
leadership skills are very important tools, behaviors and capabilities that a person needs in
order to be successfully at motivating and directing others. With respect to this,
leadership skills involves something more; the ability to help grow in their own abilities
(MTD, 2010). Though, public sector organization leaders were not well equipped in
transforming their organizations; the inefficiency of public sector organizations leaders
were manifested in lack of setting clear vision, poor coaching and not properly
communicating are among the major problems (Melese and Zerihun, 2014). Accordingly,
Qladipo et al. (2013) stated that the progress or failure of organization depends on the
effectiveness of leadership. However, there wasn’t any research conducted on leadership
practices and challenges of public sector organizations to disclose leadership
effectiveness in study area. Moreover, the 2016 year report of MKWA indicated that
underachievement in major activities of the public sector organizations performance (29%
loss) as per the report of the MKWA.
This the existingtrends appear to indicate that the extent of leadership styles practiced
were still left unknown in public sector organizations of the study area. Similarly,
problems which needs immediate reactions especially the leadership challenges were still
now not yet clearly and scientifically identified and resolved in the study area. The other
problems related with leadership was the implementing strategies of developing leaders’
were not in a planned way of follow up systems and there was no organized leadership
training programs’ in the study area.
These all problems were not only affect the public sector organizations efficiency and
effectiveness but also it declines the satisfaction level of employees and public sector
organizations customers in the study area. The investigation were verified the gap on how
the leaders themselves know and utilize the concept and technique of leadership style
practices & effectively manage the challenges to enhance government agendas to satisfy
the needs of the citizen.Unless intervention is made to solve the problem, public sector
organizations performance, customers’ satisfaction, employee commitment and reputation
of public sector organizations would continue declining seriously.
Having this in mind, the researcher was interested/initiated in assessing the leadership
practices, challenges, and the effective implementation of leaders development strategies

and finally to recommend possible solutions to fill the gaps of leadership practices and
challenges in the study area.
1.1.1. Research Questions
The research question of this study were:
1. What type of leadership styles are common in public sector organizations in Malo
Koza Wereda?
2. What are the leadership challenges faced by leaders in the study area?
3. What leadership development strategies were being practiced in the study area?
1.2. Objectives of the Study
The general objective of this study was to assess the leadership practices and challenges
in the public sector organizations of Malo Koza Wereda.
1.3.1 Specific Objectives

The specific objectives of this study was as follows:
1. To assess the leadership styles commonly practiced in the public sector organizations
of Malo Koza Wereda;
2. To identify the level of existing leadership challenges in the public sector
organizations of Malo Koza Wereda;
3. To point out the gaps of effective leadership development strategy implementation in
developing leaders in the study area.
1.3. Significance of the Study
A large number of leaders were not practiced leadership style and theory well in the study
Wereda as per leadership theories. Hence, many of the government change initiatives,
goal achievement and leadership development strategy implementation were being
ineffective. Thus, identifying the major problems of leadership practices and challenges is
very crucial to tackle these type of problems with descriptive type of cross-sectional
research design.
Any previous study was not assessed the leadership practices and challenges in the
district (Wereda). Therefore, the findings of this study could provide guidelines for
Woreda administrations as well as to GGZ respective departments. It also helps to

develop strategies to improve the leadership inefficiency in using leadership styles. In
general, the findings of this study provide the following contributions:
I. Provide valuable information about how leadership styles practiced in public

sector organizations in Malo Koza Wereda;
II. Enhance understanding of office heads, work process coordinators, team
leaders, employees and customers about the contribution of leadership
practices and its outcome in the study area;
III. Provide insights as to the challenges in practicing effective leadership in
Malo Koza Wereda;
IV. Provide some suggestion on how to improve the existing leadership
practices related problems and offer strategies to minimize the leadership
challenges to Malo Koza Wereda;
V. Give the solutions for the way of improving leadership development strategy
implementation gaps in the study area and
VI. Provide valuable data for those who want to conduct further study in the
area.
1.4. Delimitation of the Study
The scope of this study is mainly focuses on three terms: the first was assessing the
leadership style practices in public sector organizations, the second was identifying the
leadership challenges and the third was assessing the effective implementation of
leadership development strategies in Malo Koa Wereda public sector organizations. In
this research the involvement of all leaders of public sector organizations were very
important. However, to make the study more manageable and accomplishable as well as
to know the attitudes of the leaders, it focuses only on sampled leaders of public sector
organizations. In this regard, the study was carried out in Malo Koza Wereda in twenty
three public sector organizations.
1.5. Limitation of the Study
In conducting this study, the work would have been more thorough if the fifteen rural
Wereda and two city administrations of Gamo Gofa zone were covered. Though, this
study was focused on Malo Koza Wereda public sector organizations alone. Also there is
no sufficient data on the historical data of leadership style practices and challenges in the

study area. Absence of uniform definition for leadership is another limitation which
challenge the researcher to develop the research model for the study.
1.6. Organization of the Study
This study was dealt with the leadership practices and challenges in Malo Koza Wereda
public sector organizations. This research project report is organized into five chapters.
The first chapter dealt with the introductory parts including - background of the study,
statement of the problem, general and specific objectives, research questions, significance
of the study, scope of the study, limitation of the study, definition of terms and
organization of the study ; chapter two contains review of related literatures; chapter
three contains research design and methods; chapter four dealt with research results and
discussions and chapter five contains conclusions, recommendations and limitations of
the study and suggestions for further research were presented. Reference and appendix
parts were also included at last session.
1.7. Definition of Concepts and Terms
Leadership - Leadership is the process of sharing & coordinating the organization vision
to the followers to overcome problems and to achieve the goals and objectives of the
organization.
Leadership Practice – Leadership practice is the process by which Malo Koza Wereda
OH, WPC and TL were responsible for directing/influencing public sector organizations
employees towards the organizations’ goals.
Leadership Challenge – leadership challenges are the difficulties or new things which
needs an individual leader’s required skills and ability to accomplish a desired goals.
Public sector organization - Public sector organization is one that is operated by the
government often provide services for citizens regardless of the person's ability to pay.

CHAPTER TWO - LITERATURE REVIEW
2.1 Concepts of Leadership
Leader(s) is one or group of individuals who effectively using the dynamic and diverse
skills and abilities of followers(s) by daily shaping, selecting, training, equipping,
developing & influencing them to show their integrated embraces of the organizations
vision, mission and objectives to be effective and efficient in accomplishing the
organizational goals, strategies and policies(Winston & Patterson, 2006).
Leadership is the process by which one individual influences other followers or group
members’ perceptions, thoughts, feelings, opinions, beliefs and actions towards the
accomplishment of defined groups or organization goals (Rao, 2010). The other
investigator stated that the voluntariness of the followers to leadership is a social
influence process in which the leader seeks the voluntary participation of subordinates in
an effort to reach organization goals. In this regard, followers/employees are assets for a
given organization these resource should be properly leaded (directed) & deployed in a
right manner to use their effort in accomplishing the organization’s goals (Omolyo,
2007). Similarly, Bass (1990) discussed that leadership is the individual who perceives
leaders behavior which is consistent with the one who perceives leadership should be
based on structural initiation, unique roles, unique powers, encouragement, support,
expected contribution of behavior and influence on goal or objective accomplishment.
Therefore, leaders help themselves and others to do the accurate activities. They set
direction, build an inspiring vision and create something new. This activity might be done
through mapping the vision that a groups or individuals to be effective in their
performance by inspiring, motivating, encouraging and modeling. As a result, effective
performance achievement is the manifestation of effective leadership in organization
(Edoka, 2012).
However, many researcher and scholars agreed that there is no one common definition for
the word leadership and it will continue to develop for further scholars, researchers, and
practicing leaders gain greater insight into the concept. This means that the diversity or

complexity of followers’ behavior makes the definition of leadership being situational for
different individuals.
Public leadership is working for collective achievement of all PSO to satisfy the public
sector organizations customers by influencing the follower(s) for public value
enhancement considering social, environmental and economic well-being of the citizen
with in volatile business world. As a result, there is also no one common definition or
understanding regarding public leadership. Nevertheless, some authors defined the word
public leadership in respective paragraph. According to Schofield (2008) stated that a
form of collective leadership in which public bodies and agencies collaborate in achieving
a shared vision based on shared aims and values and distribute this through each
organization in a collegiate way which seeks to promote, influence and deliver improved
public value as evidenced through sustained social, environmental and economic well-
being within a complex and changing context (Shofield., 2008) Therefore, public sector
leadership also depends on how and to what degree public leaders are exposed to different
management styles, experiences, and management cultures next to their character traits
and their educational backgrounds.
Public sector organizations leaders were associated with NRP and good governance to
solve the problems and challenges faced in a specific environment (Cetin, 2012). This
indicates that public sectors leaders are expected to perform hierarchal bureaucratic to
new public service reform. Kettle (2000) also identified leadership in to two streams in
public sectors: the first stream is administrative leadership which is expected to
implement policies of the government on bureaucratic structures within given public
sectors. Leadership is therefore, their acceptances in social affairs being them as elected
officials. The second stream is political stream which is not like as administrative stream
but a higher strong and responsible connection with public institutions (Kettle, 2000). To
make public sector organizations manageable and time based service offering systems,
responsible government organization arranged public sector organizations in to streams
for effective and efficient public sector organizations performance. Hence, in our country
Ethiopia, SNNPRS arranged as rural, urban, social and good governance streams for rural
Wereda public sector organizations rules and regulations implementation (PHRB, 2015).
2.1 Leadership versus Management

Many researcher and scholars put the term leadership and management in different way.
Some ideologies about leadership and management expressed in the following manner: A
leader is a person who reinforces their own assets or employees to do their best and
knows how to set an appropriate pace and speed for the rest of the group. Conversely,
managers as a very nature of job needs to establish control over employees, later on,
develop employees as their own assets and to be best manager in managing them in
organization. Management is structurally obtained position to plan, organize, staff and
control activities and implementing the vision & change which is created by leaders,
focuses on short term views and avoiding risks, whereas leadership is a process of
involving in activities by creating vision and introducing organization’s change acting as
a facilitators, coaches and servant in taking risk to accomplish a given tasks, focuses on
long term view and interpersonal relationships (Kotter, 1990)
According to Owens (2004), this view derives from the fact that one manages things, not
people, and one leads people, and not things. He emphasizes the difference between
leadership and management saying “whereas managers may and often do involve other
people in various ways in making decisions, leaders go beyond that: leaders are able to
create and communicate a vision that inspires followers.” However, the researcher
believes that leaders also need to have management skills in addition to that of leadership.
This is because although extra-ordinary goal achievement which is the outcome of
transformational leadership if it is executed well it have better outcome unless it have bad
outcomes (Owens, 2004).
2.2 Leadership Theories
Leadership theories are vast research area & leadership theories are also both numerous
and varied. Therefore, the main purpose of the investigator is not to present a complete
review of every trend and every theory of leadership. Rather, the goal of this paper is to
present a brief overview of the field and to assess certain theories based on view of
leadership practices. The theories presented in this research includes the earlier leadership
theories and contemporary leadership theories which is appropriate for the study of this
investigation. Leadership theories are: Great man theory, trait theory, behavioral theory,
contingency theory, situational theory, participatory theory, transactional theory and
transformational theory.
Conferring to Bolden et al. (2013) great man and trait theory tends to focus the behaviors
and characteristics of effective leaders, other later theories begins to consider the
followers role and the behavioral nature of leadership. All leadership theories describes

the term leadership in a dispersed way of increasing recognition. Leadership were
founded in sociology, psychology and political science rather than management science,
leadership as a process which is widely used through the organization rather than leaving
things to only leaders. For the time being the organization is institutionalized to perform
for collective responsibility of developing leadership (Bolden et al. , 2013).
Table 1 Theories of Leadership
Theories Descriptions
In Great man theory leaders are destined to lead others in their

very nature, leaders are exceptional people based on some beliefs,
born with intrinsic quality to lead. Until 20th century the concept
Great man theory
‘man’ was used in military and Western leadership history. Any
way this theory led to the other school of theory “Trait Theory”.
The lists of traits or qualities associated with leadership exist in
Trait Theories abundance and continue to be produced. They draw on virtually all
the adjectives in the dictionary which describe some positive or
virtuous human attribute, from ambition to zest for life
These concentrate on what leaders actually do rather than on their

qualities. Different patterns of behavior are observed and
Behaviorist Theories
categorized as 'styles of leadership'. This area has probably
attracted most attention from practicing managers
This approach sees leadership as specific to the situation in which

it is being exercised. For example, whilst some situations may
require an autocratic style, others may need a more participative
Situational Leadership
approach. It also proposes that there may be differences in
required leadership styles at different levels in the same
organization
This is a refinement of the situational viewpoint and focuses on
Contingency Theory identifying the situational variables which best predict the most
appropriate or effective leadership style to fit the particular
circumstances.
This approach emphasizes the importance of the relationship

between leader and followers, focusing on the mutual benefits
derived from a form of 'contract' through which the leader delivers
Transactional Theory
such things as rewards or recognition in return for the commitment
or loyalty of the followers
Transformational The central concept here is change and the role of leadership in
Theory envisioning and implementing the transformation of organizational
performance
Source: Bolden et al, 2013
Furthermore, in Great man theory the ability of leaders comes from inherent personality,
leaders leading is hereditary gift, it is not learn from environment. These theories reveals
that leaders as courage, famous & missionary to lead when they required. Hence,
leadership is a quality of male especially in military science (Ololub, 2013). The Traits
Theory portrays that the leaders personality characteristics of human relation skills,
personality ability, cognitive ability determines a leaders potential for leadership
roles(Furnham, 2005). The behavior or characteristics of leaders are essential to lead
followers effectively. Besides to this, Bolden et al. (2013) stated that leadership theory
include the following important styles:
Contingency-situational theories were established to point out that the style to be used
is based on factors of situation, the people, the task, the organization, and other
environmental variables. In their study they identified contingency theories as follows:
Fiedler's Contingency Model-this model suggests that for manager there are different
situation to lead the organization. Different situation will provides different leadership
styles for a manager. In his contingency model, Fiedler looked a situation which clearly
defines the task of managers these are: Leadermember relations, Task structure &
Position power. Leadermember relations: this postulates the degree of relationship
between managers and employees, Task structure: shows the degree of job highly
structured, fairly unstructured or somewhat between job structure or fairly unstructured,
and Position power: the level of authority that the manager possess in organization.
The Hersey-Blanchard Model of Leadership: the model that indicates the development
levels of leader’s subordinate relationship plays the greatest role in deciding which
leadership style is the most suitable way. In their theory they bases the leader’s ability to

provide for a given situation and the capability of the followers to task behaviors and
socioemotional support.
Tannenbaum & Schmidt’s Leadership Continuum:leadership styles varies along a

continuum and when one moves from autocratic leadership style the level of followers
participation increasing in decision taking role in organization. In this leadership
continuum the leadership styles located in four streams autocratic (telling style),
persuasive (selling style), consultative (consulting style) and democratic (joining style).
Adair’s Action-Centered Leadership Model:in this model the leader gets the job done
through the work team and relationships with fellow managers and staff.
2.3 Leadership Practices
Leadership styles are the way or system leaders used to motivate their followers to
achieve the objectives of the organization. Different scholars have been undertake
numerous research in the area of leadership that the more emphasis were given to the
influence of selected behavior on their leadership style. The view of the studies conducted
in the field leadership is focused on three issues. The first focus is the influence of
leader’s perception to an individual leadership style, the second focus is on the perception
of followers to leaders’ leadership styles & its characteristics of influence and the third
focus is on perception of both leaders and followers to the leadership styles (Karthikeyan,
2015).
Furthermore, leadership has a greatest contributions on organizations performance in

which the success or failure of proper organizations, nations and other social units has
been largely credited to the nature of their leadership style (Qladipo et al., 2013). Hence,
leadership styles are the main indicators of leaders’ behavior to influence followers in an
organizations.
The most important thing to accept leadership challenges, leaders should follow the
exemplary leadership practices which is identified and used by any one in any
organization. Kouzes and Posner (2004) identified five exemplary leadership practices:
Modelling the Way begins with the clarification of personal values and involves building
and affirming work cultures that all can embrace, Inspiring the shared vision means
leaders are driven by their clear image of possibility and what their organization could
become, Challenging the process is those who lead others to greatness seek and accept
challenge or accept the creativity and innovation of others, Enables others to act by

fostering collaboration and strengthening others or simply empowering and Encouraging
employees by recognizing their contributions and celebrating values and victories
(Kouzes and Posner, 2004). Besides to this, the leader be knowledge synthesizer in
his/her way of thinking past, doing present and making future desire state and move the
organization forward (Colman, 1998).
Leader also set priorities to address all activities in organization with the partners of team
development and community coalition building. In this regard, leaders must be a masters
of the latest management & leadership techniques confirming the best practices or
techniques that enhance the organization to run one step to the right (Robbins & Couter,
2005). Thus, leaders must be systematic thinkers who address logically the constraints of
the environment. This systematic thinking helps the leaders not as a reactor of the
constraints. The other practices of leadership is leaders should possess the entrepreneurial
ability to be innovative and creative with wise use of the organizations resources
(Osborne & Gaeble, 1992). This means leaders act as a colleague, a friend, and a
humanitarian towards everyone in the organization.
Rao (2010) in his book revealed that Japan’s, India’s, USA’s and China’s countries
leadership practice implications. Japan’s leader act as a social facilitator and group
member while in India leader act as a boss and as a social facilitator and group member
depending up on situations where as in USA and in China leader act as a head for groups
and decision maker. Leadership style practices in Japan partly autocratic and partly
democratic but in India paternalistic style, in USA and China commonly used style is
directive styles. In terms of developing followers, both Japan and India take care of
follower’s development where as in USA and China does not take care of the follower’s
development. The communication systems in organization for both USA and China
mostly top-down system but in Japan communication system in both ways and in India
communication system preferably top-down, but resorts to both ways if necessary. Face-
to face confrontation avoided in Japan and China, while face-to-face confrontation in
USA is common but in India confrontation initially, & compromise at a later stage. In
Japan, China and India there is a common values where as in USA often different values.
2.3.1 Selection of Appropriate Leadership Style

Different researchers and scholars identified different leadership styles based on their
perceptions which were applied both in public and private sector organizations. In the

following section the classifications/types of leadership style, contingent model of
leadership and effective communication of vision were reviewed.
A) Types of Leadership Styles

Lewin (1939) classified in to three categories simply earlier/basic leadership styles such
as autocratic, democratic and laissez-faire leadership styles (Lewin, 1939).
Lassey (1971) described each of them as follows:
Autocratic Leadership– Autocratically led groups tend to be obedient to the commands

of the leader; considerable tension and individualistic feeling is often evident. Such
groups tend to demonstrate little inner strength; they may be apathetic and uncooperative
in the absence of their leaders, may be unable to continue the work.
Democratic Leadership– Democratically led groups tend to be cooperative, keen about

their task, show little tension, show a pronounced “we” feeling, and do not threaten each
other. When the leader leaves, they tend to continue on their own momentum. The group
tends to have noticeable inner strength.
Laissez-faire Leadership– The laissez-faire group may hardly function at all. It is often
rife with individualistic feelings, and little may be accomplished in achieving the task.
However, they may show considerable development and greater effectiveness over time
after discovering how to function as a team.
In generally, an autocratic style creates hostility and aggressiveness among its members,
discontent which does not appear on the surface often occurs in the autocratic groups,
there tends to be more dependency and less individuality in the autocratic as compared to
the democratic group, democratic style usually results in a more satisfying, efficient effect
than laissez-faire, and There is more orientation to the needs of the group and more
acceptances of each other in the democratic group (Lassey, 1971).
Moreover, Aquinas (2007) discussed the autocratic leadership style, democratic

leadership style, laissez-faire leadership style and bureaucratic leadership style in the
following paragraph in detail. Autocratic leadership styles - The autocratic Leader gives
rule and regulation which is obeyed by the followers. The autocratic leader determines
polices for the followers without any participation, and future plan information is not
provided to the followers, but simply informs the followers what steps they must take. In
other words, an autocratic leader is one who centralizes the authority in himself and does
not delegate authority to his subordinates. Democratic /participatory leadership style – a
democratic leader is one who consults and invites his subordinates to involve in the
decision making process. The manager gives orders only after consulting the group; sees
to it that polices are worked out in group decisions and with the acceptance of group. The
manager largely avoids the use of power to get a job done. The manager behaves that a
desired organizational behavior can be obtained if employees' needs and wants are
satisfied. Laissez-fair leadership style – in this leadership style the leader gives full
autonomy to the followers. The leader does not influence and interest the decision making
right to the followers. The leader does not direct his followers and there is complete
freedom for the followers. The followers confidentially work themselves and stimulate
themselves by their own work. The manager exits as a contact man with outsiders to bring
for his followers the information and resources it needs to accomplish its job.
Bureaucratic leadership style– the bureaucratic leadership is the same with transactional
leadership to undertake an activities in a given organization. The transactional leader
uses a tool to inspire followers through logical/systematic rewards and punishments. In
this leadership style the most leaders exhibited characteristics of the bureaucratic style
include:Leaders are strict obeying discipline on followers,powers given because office the
leader hold, followers’ promotion based on obeying office rule and followers should obey
leaders because authority is best owed upon the leader as part of their position in the
company.
Transactional leadership style– this leadership style works within changing system, not
change the organization rather it adjusts the variation of the organization. The
transactional leader confirms the performance of the employees with that of rewards to
make exchange it for appropriate outcome that motivates followers to be effective in
improving performance (Scott, 2003). Similarly, the transactional leadership is leading
followers through specific incentives or rewards and motivate them through matching
performance with rewards (Bass, 1990). But some scholars and researchers argued that
the main idea of transactional leadership style is nearsighted looking, it is not visionary
leaders by seeing the entire employee, future desired state and the situation of the
organization when making the exchange (Crosby, 1996). Therefore, transactional

leadership is narrow in concept and it does not take the whole employee, situation and the
desired future state of the organization when providing rewards (ibid). Similarly Avolio et
al. (1991) suggest that transactional leadership focuses on ways to manage the existing
state of affairs and maintain the day-to-day operations of a business, but does not focus on
long term goals of the organization and how the followers of the organization can work
towards those goals, enhancing their productivity as well as increasing their
organizational profitability (Avolio et al, 1991).
According to Rowold (2005) states there are three dimensions of transactional leadership
styles: Contingency reward is a type of leadership style which expresses the behavior of
leaders while clearly focuses of task accomplishment. In this leadership style the leaders
provide reward (material or psychological) to their subordinates for achievement of a
given tasks.
Management – By – Exception active. It is also a type of transactional leadership style

when the leader watches and searches actively for deviations from rules and standards in
order to avoid these deviations; if necessary, corrective actions are taken. Keeping the
rules and standards are the function for these leaders to eliminate the drawbacks and
correcting mismatch processes while operating these rules and regulations.
Management-by-Exception passive it is also one of the transactional leadership style

which is the opposite of management - by - exception active; intervening only occurs
after errors have been detected or if standards have not been met. Leaders are not
involved in this type of leadership style and delegating the responsibility to their
subordinates but intervention is necessary (Rowland, 2005).
Charismatic leadership style - Charismatic leadership style is similar with

transformational leadership style but charismatic leader is a leader who displays certain
behaviors and expertise when certain situations exist, and this combination causes
followers to attribute charisma back to the leader (Bell, 2013).
Transformational leadership style – Bass expressed transformational leadership style as

when leaders are sometimes call quiet leaders. They are the ones that lead by example.
The transformational leadership style applies appropriate ways of motivating, inspiring,
relationship and understanding their followers. They collectively gaining confidence,
courage and open to take any activities by scarifying for the greater good. They give
greater emphasis to restructure or change things that no longer works in organization. The

intention of transformational leader is motivating their followers and understanding their
followers into essential units that work well with others of the organization.
Transformational leaders are work to change the system & solving challenges by finding
experiences that show that old patterns do not fit or work and also enhancing the
members’ capacities (Bass, 1990).
According to Rowland, there are four transformational leadership dimensions these are:
Idealized influence:- is a type of transformational leadership style where leaders
emphasizes a collective sense of the organizations mission and values, as well as an
activity takes place on these values. Idealized influence in very important when the
leaders brings admirable idea to the group members to follow it.
Inspirational motivation: - is central to this subscale of transformational leadership is

the articulation and representation of a vision by the leader. Accordingly, by seeing the
future with an optimistic attitude, followers are interested to follow the leaders.
Intellectual stimulation is challenging the assumptions of followers` beliefs, their

analysis of problems they face and solutions they generate. In this type of
transformational leadership style leaders equipped with leadership skills to lead and
challenge their followers in organizations.
Individualized consideration is a type of transformational leadership style defined when

leaders give careful attention for individual differences of followers, considering
individual needs of followers and develop their individual strengths (Rowold, 2015).
B) Contingency Model of Leadership
It is apparent that modern organizations operate under complex situations where

application of arbitrary leadership styles may lead to failure. A leader dealing with such
circumstances may face technical and adaptive problems.
Hence, researchers and scholars expressed these basic leadership styles incorporating
autocratic style where the group members respect or obey the rules stated by the leader,
and laissez-faire leadership style where the leader delegates his/her responsibility to
his/her followers. Despite this classification, most authors disagree with the application of
a defined leadership style to all situations. According to Cartwright (2002), there can be a
problem, with being too democratic in that it might be seen as the leader abdicating his or
her responsibility to his/her followers (Cartwright, 2006). Even if the leader delegates
responsibility, the accountability still remains with him/her. Therefore, a leader who
delegate accountability along with responsibility also delegates leadership. In addition to
this, Owens (2004) states that modern organizations require decision making processes
carefully selected with an eye to the probability of effectiveness in view of the
contingencies in the situation. There may be situations in which an autocratic style is
most effective and other situations that call for highly participatory methods for greatest
effectiveness. So, leaders select the leadership style for the purpose of organizational
effectiveness. Furthermore, Leith wood, et al. (2004) point out that the application of
leadership style for individual leaders are determined by the circumstances the leaders
facing and the people with whom they are working makes them productive and effective
in organizations; this requires a type of effective leadership style which is frequently
practiced and the search for a single best model or style; and that organizations need to be
developing leaders with large repertoires of practices and the capacity to choose from that
variety as needed, not leaders trained in the delivery of one “ideal” set of practices
(Leithwood et al., 2004).
According to Owens (2004), the following three basic propositions underlie the
contingency approach to organizational behavior in school:
a) There is no one best universal way to organize and administer organizations.
b) No all ways of organizing and administering are equally effective in a given situation:
effectiveness is contingent upon appropriateness of the design or style to the situation.
c) The selection of organizational design and administrative style should be based on

careful analysis of significant contingencies in the situation.
The applicability of leadership style practices depends on a given situations. Hence,

successful leaders have productive responses to the unique demands of the contexts and
they actually behave quite differently and productively depending on the circumstances
they are facing and the people with whom they are working. Leith wood, et al. (2004)
both complete democratic style for immature followers and complete autocratic style for
matured followers would lead to ineffective leadership. Thus, he contends that
contingency model of leadership is the best approach for best goal achievement.
C) Effective Communication of Organizations Vision

Vision is looking long term future desire state, foreseeing new direction, starting from
where we are to where we want to be and explaining how we will get there(Owens,
2004). Effectively communicating vision in organization is the basic behaviors of

effective leaders in organizations. There seems to exist consensus among organizations as
to effectively communicating vision to followers is a significant factor for effective
leadership. In this regard Hitt (1993) clearly discussed the importance of communicating
vision to followers to achieve the organizations objectives by stating that to be successful
in leadership, vision must be communicated day in and day out; it must be connected to
the follower’s values so that they would be motivated to undertake their responsibility,
rather than just informing (Hitt, 1993).
2.4 Challenges of Leadership
In globalization, the world class leaders face great challenges in their day to day
activities. These challenges emerged from external, internal and the leaders itself.
Researchers identified six the main challenges which faces leaders Gentry et al., (2016);
these challenges classified in the following manner:
Developing Managerial Effectiveness - The challenge of developing the relevant

skills—such as time management, prioritization, strategic thinking, decision-making, and
getting up to speed with the job to be more effective at work,
Inspiring Others- The challenge of inspiring or motivating others to ensure they are
satisfied with their jobs; how to motivate a workforce to work smarter,
Developing Employees - The challenge of developing others, including topics around

mentoring and coaching,
Leading a Team - The challenge of team-building, team development, and team

management; how to instill pride in a team or support the team, how to lead a big team,
and what to do when taking over a new team,
Guiding Change - The challenge of managing, mobilizing, understanding, and leading

change. How to mitigate change consequences, overcome resistance to change, and deal
with employees’ reaction to change and
Managing Internal Stakeholders and Politics - The challenge of managing

relationships, politics and image. Gaining managerial support and managing up; getting
buy-in from other departments, groups, or individuals” (Gentry et al, 2016).
In addition to this, Schofield (2008) point out Key challenges facing public sector leaders:
Increasing pace of change. Is one of the public sector organizations leadership challenge
which facing public leaders. In order to survive and succeed an organization must be
knowledgeable about how to implement appropriate organizational changes that will be
accepted by its employees. The question of survival is rely on leaders implementation of
appropriate change for a given sectors.
Technological developments. Technological development goes through timely base in

order to fit current internal and external requirement of the organization. Technological
advancement requires highly skilled man power to accurately implement the program.
Technological advances extend the possibility of global economy which has changed the
way people do business and communicate. Technological advancement has not only save
time and money for a greater organizational profit and a better quality of life but has also
created a global village with shared regulation, language, and values.
Changing perceptions. Different people perceive in different way because of their

personality differences. Hence, leading this diverse interest group is a challenging task for
global leaders. It needs daily framing or shaping of followers opinions that might be
requires effective leadership.
Citizen Empowerment. Globalization makes people very equipped to undertake the

challenges of the activities. Therefore, this equipped society expects sophisticated and
quality service from their respective leaders. Currently, the public in general search
relevant information with the help of modern technology & this makes them empowered
citizen. The other empowerment may be from the law of the country give the right to do.
Changing workforce and changing environment. Working with different work force is
important to acquire different skills and knowledge but bringing them in a common
understanding is a challenging activity for global leaders. Making comprehensive analysis
of environment is very important to overcome the leadership challenges (Schofield,
2008). Moreover, Ferguson et al. (2014) stated that there are many challenges in the
public sector organizations from which leading change, influencing followers and
developing managerial & personal effectiveness in public sector organization is the great
challenge for today public leaders.
As well, challenges facing African leaders may vary depending on their country status
however, among many challenges some commonly facing African leaders are the
challenges of governance, public service reform and bureaucracy; the challenge of private
sector development; the challenge of globalization; the challenge of consolidation
democracy and promoting sustainable human resource development and poverty

reduction; the challenge of human capital drain; the challenge of reshaping & leading
organizations and people through a culture that is conducive to excellence to react
dynamically to the problems (Ali, 2004).
According to Higgs & Rowland (2005) up to 70% change initiatives failed due to the
problems related with leadership behavioral issues. They stated that, within the growing
literature on change leadership, there are assertive that the root cause of many change
problems is related with leadership behavior.
Zerihun and Tesfaye (2014) identified the challenges public service sector organizations’
leaders faces is related with leaders personality challenges to implement public service
reform programs. They stated that the real leadership challenges are associated to lack of
effective leaders and lack of adequate knowledge and skill for implementing the projects.
2.5 Leadership Development Strategies
To implement leadership styles effectively, leaders must equipped with appropriate

leadership skills. In this regard, leadership skills is the skills required to engage with,
motivate, and persuade people to buy-in to a vision, objective or goal(MTD T. , 2010).
According to Korzynskileadership skill and knowledge can be acquired by taking part in

training & actively participating in training program, observing other who are role model
leaders, exercising leadership at work, studying leadership concepts, theories & functions
and self-reflection (Korzynski, 2014).
Moreover, Rao (2010) listed crucial leadership development strategies to become

effective leader. This leadership skill development activities are observing the great
leaders and learn from their leadership skills; take risks, try & learn from your mistakes;
read the autobiographies of leaders and learn from them; do lots of practice; make
mistakes, learn from them and follow different approach; engage others purposefully and
learn from them; put yourself in a position of responsibility and learn from them by
practice; go to difficult areas by getting out of your confront zone, don’t remain easy and
non-challenging situations; enter, create and face situations that requires change; build
something from nothing, fix or turn around a failing operation, take project or task force
responsibilities, accept international assignment; have exposure to positive role model;
work with people of diverse backgrounds; confront with other people’s performance
problems and undertake formal courses, challenging job experience, supervise others
(Rao, 2010).

Some of leadership development methods include skill development with formal
education and training, challenging, experiences, action learning, follow-up system
(coaching and mentoring), feedback, job rotation, self- development, reflection and
succession (Phillips and Schmidt, 2004).
In addition to this, the basic idea is global leaders need to constantly update their
leadership knowledge, skills, and abilities for effective leadership performance in diverse
workplace development and cross-cultural management, as well as for the
competitiveness in the global market (Chuang, 2013).
In Ethiopia, government launched leadership development program with the partner of

UNDP in Ethiopian Civil Service College in 2010 to support the public sector reform
program and build capacity of public leaders. The new leadership development should
accordingly aim at capacity development through training, coaching and mentoring of
leaders of Ethiopian civil service (Ethiopian Civil Service College, 2010)
BahailuMengistu (2012) explored leadership development strategy in Ethiopia indicating

the country has undertaken structural and management reforms to better align service
with the needs of the citizens. But this reform program affected by cultural aspects of the
society. These problems are lack of commitment and lack of dedication to serve the
citizen of the country. The government of Ethiopia established leadership reform projects
to enhance the capacity of leaders and facilitate different government and private
institutions like Ethiopian management institute, Ethiopian Civil Service College,
international leadership institutes and private university colleges give great attention to
leadership development. This attempt is encouraging activities to leadership development.
However, in effect leaders were not equipped well in leadership activities.
However, in Ethiopia the study disclosed that public sector organizations leadership
faced the problems of lack of leadership skills in the public sector organizations (Gebre
Miruts, 2015). Similarly, Melese and Zerihun (2014) investigated on the transformational
leadership and its applications in the public service organizations of Ethiopia showed that
the changes in Ethiopia enabled public service organizations and to meet these demands
but leaders are not at its required level to transform their organizations and to meet these
demands. They stated that the inefficiency of public sector organizations leaders were
manifested in lack of setting clear vision and properly communicating are among the
major problems.

2.6 Leadership Effectiveness in Organizations
Now a day globalized business world requires effectiveness and efficiency in every
aspects of the organizations performance. This effectiveness and efficiency is the result of
appropriate leadership in organizations towards quality achievements. In this regard,
leadership effectiveness is important activity to realize the objectives of the organizations
(Edoka, 2012).
Moreover, Siti et al, (2012) stated that the economic status of one’s country also
determine the activities of leadership (i.e. leadership effectiveness) in public sector
organizations might be reflected in low infrastructure development, low technological
development, non-frequent leadership training program and ineffective leadership
systems as compared to developed nations.
Regarding the effectiveness of leadership in organization, O’Neil (2007) conducted the

study on the relationship between leadership effectiveness with regard to personality trait.
The finding revealed that personality variables of agreeableness, conscientiousness,
extraversion, neuroticism and openness has a significant effect on leadership
effectiveness. The study also supports training and self‐awareness may accelerate or
strengthen this increase in effectiveness and a unique leader development program may
be needed for these individuals to move from average to above average in leadership
effectiveness.
According to Chuang (2013) in order to survive in the globalization, technology

innovation and demographic changes, worldwide organizations are seeking effective
leaderships for diverse work force management. In this regard, leaders should acquire
relevant leadership skills, knowledges and abilities to develop him/herself in leadership
process to boost/ enhance the organizations performance.
Siti et al, (2012) stated that most of the countries in the Australian and North American
continents had very effective leadership practices, while countries in other continents had
inconsistent levels of leadership effectiveness. As the findings of the study, Trait theory is
suggested to be the ultimate leadership practice since countries with effective leadership
demonstrated the dominant use of the Trait theory whereas countries with lower level of
leadership effectiveness demonstrated the dominant use of contingency theory and the
study suggested instead to use Trait theory. They looked challenges face global leaders
might be the encouragement of leaders to be effective in leadership of one’s organization.

2.7 Empirical Reviews of the Study
There are different studies have been conducted on the field leadership that had addressed
the effectiveness of leadership asserts the influence of individual behaviors on their
leadership styles practiced. Some studies focuses the perception of leadership styles
practiced with respect to leaders own behavior while others give attention on the
perceptions of followers to leadership styles practiced and still other studies focuses on
both the perception of leaders and followers towards leadership styles practiced are ways
to check the effectiveness of leadership in organizations.
According to Pan Xiaoxi et al. (2006) the study conducted in small and medium
enterprise sector to see the influence of gender and culture on leadership styles in China
and Sweden export and import firms’. The research was carried out in 107 firms which
covered 90 valid participants. The finding revealed that the age level of Chinese managers
were young and these young managers would probably employ a more transformational
leadership style than their older managers. They are less influenced by Chin’s culture. On
the other hand in their survey result Sweden managers engaged are mainly middle-aged
managers. These middle-aged managers are the representative of their national culture.
They (middle – aged managers) also display a transformational leadership style when
they stimulate their followers to move beyond their own self-interests and work towards
the interest of the group or organization as a whole. They disclosed the gender perception
of mangers towards leadership style, male managers tend to be more transactional than
their counterparts and female managers tend to be more transformational than their
counter parts.
Similarly, Moore and Rudd (2006) the study conducted by describing the demographic
variables and leadership styles of current extension leaders in Florida State, USA. They
expressed that women leaders tend to use a more participative and inclusive leadership
styles while men leaders tend to use a more directive and controlling leadership styles.
This finding showed that women leaders use more transformational leadership style while
men leaders use more transactional leadership style. However, Sandbakken(2006) the
study conducted to test leadership practices and gender variation by comparing male and
female leaders in Norwegian, Norway. The hypotheses were tested in a survey of 347
master of business administration and master of management alumni evaluating their
leaders and respective organizations. The study argued that male leaders reportedly had
slightly higher mean scores than female leaders on all leadership practices. This study
revealed that the finding of leadership practices might work in Norwegian context only
and failed to show its universal applicability.
The study conducted by Iqbal et al (2015) on the effects of leadership style on employee
performance revealed that democratic leadership style used in all situations while
autocratic leadership style used when new employees are un familiar and don’t have
sufficient know how about their jobs, if employees constantly misusing their authority,
when company rules are violated by employees and when the sole person responsibility
for a decision making and implementing.
The other study conducted on the impact of leadership style and employee empowerment
on perceived organizational reputation in United State with 20 randomly selected electric
energy company (Men, 2010). In this study 166 valid respondents were participated a
total of 32% women and 68% were men. The finding revealed that transformational
leadership style positively influence employee perception of organizational reputation. In
contrast, transactional leadership style presented by contingent reward behavior
demonstrated a large effect on employee perception of organizational reputation and not
empower employees in organization. Besides, Peter Obang (2015) conducted the study on
leadership style and job satisfaction in teachers’ education and health Science College in
Gambella regional state of Ethiopia. 93 respondents of all 95.7% (89) were male and
4.3% (4) were female participated in the study. The finding of the study revealed that
transformational leadership style had positive effect on employee job satisfaction whereas
transactional leadership style had positive insignificant effect and laissez-faire leadership
style had negative effect on employee job satisfaction. Both transactional and laissez-faire
leadership styles lowers employee job satisfaction and organizations performance.
William et al, (2014) the study conducted on understanding the leadership challenges of
first time managers. The study identified three challenges which faces leaders in
organizations are adjustment to people management/displaying authority shares 59.3%;
developing managerial and personal effectiveness shares 46.1% and leading team
achievement shares 43.4% of all challenges. Moreover, Ali (2004) the study conduct in
Kampala, Uganda pointed out the challenges of African leaders are the challenge of
governance, the challenge of private sector development, poverty reduction and reshaping
and leading people and organizations.

BahailuMengistu (2012) conducted the study on leadership development strategy in some
selected government bureau of Oromia regional State with 153 valid participants of which
75.8% (116) were male and 24.2% (37) were females. The study employed purposive and
simple random sampling techniques. The findings revealed that most bureaus were didn’t
effectively utilize need assessment in identifying the leadership gaps and development
needs of their leaders. The study disclosed that organized follow up system/coaching of
the organizations were very poor.
Studies on leadership and leadership styles practices in government sector organization

are very few and assessment of leadership practice and challenges in public sector
organizations of Ethiopia in general and Malo Koza Wereda public sector organization in
particular is not addressed. It is the high time to have research studies on public sector
organizations leadership styles practices in Ethiopian context.

CHAPTER THREE - RESEARCH DESIGN AND METHODS
3.1 The Study Area Description
This study was undertaken in Malo Koza Woreda administration. Malo Koza Wereda was
selected purposively to undertake this research because when the researcher was in the
study area observed leadership practice problems.
The word Malo Koza is derived from “Mal’o”. “Mal’o” is a local word refers to
(“Sweat”). Malo Koza Wereda is the remotest among fifteenth rural Woreda of Gamo
Gofa zone, located in Southern part of Ethiopia particularly at 347 km from A/Minch
(Zonal city), 396 km from the region capital city of Hawassa and 661 km far away from
Addis Ababa to the South West of Ethiopia. It has 1681.8 square km catchment area of
which 50% Highland (Dega), 34% Medium (Woynadega) and 16% Low Land (Kola)
(MKWFED, 2016).
There are 37 rural Kebeles and 4 Municipal towns in the Wereda of which 80% of rural
Kebels were inaccessible to public transportation. The Wereda had five health centers,
sixty four primary & secondary schools, four high schools and one preparatory school.
The Wereda is bordered in the north by Dawro zone, in the North west by Konta special
Wereda, in the South Basketo special Wereda, in the East by Geze Gofa Woreda, in the
South West Selamago Wereda, and the total population of the Wereda is estimated to be
one hundred fifty thousand (150,00) (MWFED, 2016).
Malo Koza Wereda is known by cash crop potential area and mostly produced crops were
sesame, coffee, mace, and different types of fruits & vegetable had highest shares in
Gamo Gofa Zone. Malo Koza Wereda was also known by fertile land for agricultural
crops and it is suitable for investment (MKWARO, 2016).
There are twenty three public sector organizations under Malo Koza Wereda
administration which was located in Laha town of the Wereda and grouped under four
streams/strata: namely town strata/stream includes - Trade and Industry Office, Urban
Development Office, Town Municipality Office, Finance & Economic Development
Office, Road and Transport Office, Micro-finance institution and Revenue Authority
Office. Second rural strata/stream includes- Agricultural and Natural Resource Office,
Animals and Fishery Resource Office, Union Office, Water, Mining and Energy Office,
and Environmental Protection and Forest Resource Development Office. Third social
stream includes – Health Office, Education Office, Women and Children Affair Office,
Youth and Sport Office and Culture and Tourism Office and the fourth Good Governance
stream includes - Police Office, Administrative Office, Court, Council, Public Service &
HR Office, and Security Administration and Justice Office (PSHR, 2015). These huge
public sector organizations needs modernized leadership to satisfy the needs of the
customers in the organizations. Therefore, identifying and assessing leadership practices
and challenges in this study area public sector organization is very critical.

Figure 1: Study Area Map
3.2 Research Design and Approach
This study was employed a descriptive survey design that describes the leadership
practices and challenges of public sector organizations in Malo Koza Wereda. Descriptive
studies are typically structured with clearly stated investigative questions. A descriptive
studies also concerned with narration of facts and characteristics concerning individual,
group or situation. In this regard it is important to know specific phenomena of the issues
that must be identified and solved within a given situation (Kothari, 1990).
Besides to this, the study was followed a mixed method that encompasses both qualitative
& quantitative research approach in order to answer the research questions. The mixed
method to research is used when the integration of qualitative & quantitative approach
provides a better understanding of the research problem than either of each method alone.
According to Creswell (2009) a mixed method research approach is a procedure for
collecting, analyzing and mixing both qualitative and quantitative methods in a single
study to understand clearly the objectives and research questions (Creswell, 2009).
Hence, the researcher follow a qualitative approach in order to collect qualitative data of
open ended questions through interview and quantitative approach in order to collect the
data obtained through quantitative questionnaires.
3.3 Data Sources
In this study both primary and secondary data sources were deployed to analyze and
interpret the survey data.
3.3.1 Primary Sources

The researcher obtained the primary sources of data from all sampled leaders of public
sector organizations. Those sources are helping the researcher to obtain first-hand
information and helps to draw conclusions. The primary data sources are survey
questionnaires and face-to-face interviews.
3.3.2 Secondary Sources of Data

Secondary sources of data were obtained through leadership related books, journals,
articles, and yearly reports of public sector organizations to obtain reliable data on
leadership practices, challenges and empowering leaders for further interpretations.
3.4 Study Population
The target population for this study were OH, WPC and TL of Malo Koza Wereda public
sector organizations. The researcher purposely select OH, WPC and TL because practical
consideration of leadership style practices in public sector organizations in the study area.
3.5 Sampling Design and Sample Size Determination
In this study both probability sampling method and non-probability sampling method
were applied to determine the sampling design. Probability sampling method is every
item of the universe has an equal chance of inclusion in the sample and non-probability
sampling technique is that sampling procedure which does not give any basis for
estimating the probability that each item in the population has of being included in the
sample (Kothari, 1990).
The study aims to conduct the survey on twenty three public sector organizations to
assess the leadership style practices and challenges. In the study area these twenty three
public sector organizations were grouped in to four strata/streams namely: Urban
Streams, Rural Streams, Social Streams, and Good governance Streams were selected for
the study using stratified random sampling method. Because of the heterogeneity of
population between groups (streams) and homogeneity within the strata where sampling
frame is grouped in different strata to take the desired data required by the researcher
based on their job characteristics. This was done through stratifying the streams and then
the random selection of the target population of each stream was drawn from all public
sector organizations to assess the leadership practices and challenges in study area. The
randomization was used to maximize the probability that groups receiving the different
intervention was under consideration. The method for randomization was random number
tables to make more clarity of the research process as well as the reliability and the
validity of the study.
Public sector organizations leaders to be questioned were obtained by using scientifically

standardized formula to determine the size of the sample. This scientific formula is used
to maximize the proportional representativeness of randomly selected samples,eliminates
sample bias and gives equal chance to every individuals and also it maximizes the
reliability of the evidences or data collected (Yamane, 1967). Yamane formula were used
in this study to calculate 135 sample sizes from 203 total population with a 95%
confidence level and 5% of alpha level.
The sample size formula of Yamane (1967) was taken as: n=

( )
Where, n – is the sample size, N – is the population size, and e - is the level of precision.
N = 203, e = 0.05, n =? So, n = = 135. Therefore, n = 135 were

( . )
the minimum sample size of leaders for reliable results for this study.
To determine the number of each public sector organizations leaders, the researcher used
the proportional allocation method to each sample size.This process done by listing public
sector organizations in each stream as well as listing population in each stratum & then
calculating the proportion and sample size for each stratus by using simple random
sampling method (lottery method) from each alphabetically arranged sample unit were
the main process undertaken in this study (see table 2). In this regard stratification of
proportional allocation method is calculated by using different proportional allocation
method (Kothari, 1990). This stratified proportional method was presented in the
following table 2 below.
Table 2: Sample SizeDetermination
Ser Total No. of Sex

. Strata leaders Proportio Sampl Percentag
No
Femal Mal Tota n e Femal Mal e
.
e e l e e
1 Urban 11 39 50 0.246 33 5 28 24
Stream
2 Rural 7 40 47 0.232 31 4 27 23
Stream
3 Social 13 39 52 0.256 35 6 29 26
Stream

4 Good 9 45 54 0.266 36 4 32 27
Governanc
e Stream
Totals 203 135 19 116 100
Source: Own survey, 2017
3.6 Data Collection Techniques
With the intention of collecting evidence or data for the study, the researcher own
prepared questionnaire for leadership challenges and leadership development strategy
implementation, and adopted leadership style practice questionnaire used as a data
gathering tools. These the primary data collection tools collected through the following
methods:
I. Questionnaire
The questionnaire were administered to Wereda office heads, work process coordinators
and team leaders. It has four part consisting demographic data of respondents which
includes sex, age, education, position and work experience; the second part showed that
the basic leadership styles survey questionnaires developed by Peter (2015) used by (Leul
Wondemeneh, 2015) and many others. These leadership styles measurement instruments
adopted to evaluate the basic leadership styles such as: autocratic, democratic & laissez-
faire. The other questionnaire were adopted from Multi-factor Leadership Questionnaires
(MLQ) which is developed by Bass and Avolio (1998) used by (Pan Xiaoxi et al., 2006)
and also applied by many other researchers and scholars. Multi-factor Questionnaires
were very important attitude measurement tools to collect information about leadership
styles from multiple sources and MLQ measures the transformational and transactional
leadership behaviors. Transformational leadership style included four dimensions with
their respective questions such as idealized influence, inspirational motivation,
intellectual stimulation & individualized consideration whereas transactional leadership
style included three dimensions with their respective questions such as contingency
rewards, management - by exceptions active & management - by exception passive
leadership styles with few modifications to adjust with the researcher study objectives.
The third part were developed for leadership challenge which incorporates different
aspects of real leadership challenge questions. The fourth part were developed for
leadership development strategy implementation aspects which also includes different

leadership development strategy implementation dimension questions after
comprehensive review of literatures. The questionnaire were prepared Frist in English
version then translated in to Amharic version. Amharic language was preferred because it
was the major language used in public sector organizations as it was the official language of
SNNPR where diverse national languages were being spoken. The respondents were provided
with brief orientation before the questionnaires were distributed. Open ended and closed
ended responses were gathered from 135 sampled leaders using interviews and
questionnaires just based on leadership style practices; challenges and the effective
implementation of leadership development strategies.
During public sector organizations survey data collection, certain procedures were
deployed. Two 10th grade completed data collectors (enumerators) were assigned
carefully from Laha town, the researcher had offered short & sufficient training for the
data collectors (enumerators) then assigned to each public sectors streams. Make them
they have fully experienced in data distribution & collection process, the researcher was
considered when assigning the data collectors (enumerators). Organized and well
prepared orientation was also arranged and provided for each sectors respondents to fill
the questionnaire properly. Besides to this the principal researcher careful attention and
closed supervision or supportive follow up was given to data record, distribution and
collection process so that he could deal with any difficulty that the respondents might
have faced. During questionnaire administration, either the researcher himself or one of
his enumerator was around the office until the questionnaire was completed and collected.
Distributed data has been collected hundred percent from sampled respondents accurately
and adequately because the questionnaire were distributed to the respondents properly.
Finally, to facilitate data entry and analysis process, the completed questionnaires were
collected and given identification code numbers before prepared for entering the data into
SPSS version 20.
II. Interview
To collect the primary data, the researcher conducted face-face interview with six
purposely selected leaders based on the coaching characteristics of the organizations:
Wereda chief administrator, one of Wereda office head, two of Wereda work process
coordinators and two of Wereda team leaders based on carefully designed open ended
interview questions which were related to research questions (see appendix 2). The
processes undertaken in this study was the researcher purposely selected the interviewees

who are responsibility and who are experienced and expected to answer leadership area
questions deeply to obtain relevant data from them. The researcher take suitable
appointment time to contact with interviewees to maintain the data and he come before
the appointed time to arrange himself to take reliable data which is accompanied with
sound records and photo/picture information.
3.7 Reliability and Validity Test
The researcher tried to maintain the reliability and validity of the research to cross-check
the data acquired. Reliability test is a technique that helps to check the internal
consistency of research instruments (tools). Internal consistency of research instrument
reflects the homogeneity of measurements when the tools used in a research gives the
same result or out puts across different time period (Zikmund et al., 2009). They
disclosed Cronbach’s alpha measurement tool which is the most applied estimate of a
multiple item scale’s reliability and most preferable instrument to check the reliability of
the instruments used in descriptive type study. Hence, Cronbach’s alpha model must
indicates between 0 and 1. Thus, the study used cronbach’s alpha model to check the
consistency of the study. Moreover, when Cronbach’s alpha between 0.80 and 0.95
indicates best reliability, Cronbach’s alpha between 0.70 and 0.80 represents good
reliability, Cronbach’s alpha between 0.60 and 0.70 shows faire reliability and when the
scale competes Cronbach’s alpha below 0.60 represents poor reliability (Zikmund et al.,
2009).
The researcher applied pilot test before the instrument was distributed to entire sampled
respondents. The pilot test was offered to twenty selected leaders (10%) using stratified
random sampling method from all streams to check the internal consistency (reliability)
of the instruments by using Cronbach alpha model test and these twenty participant
leaders were not included in later research process. This pilot test was prepared for the
purpose of eliminating an ambiguous words that decreases and not clearly measures the
attitude of the respondents and the researcher attempts to make a modification, if
necessary. By applying Cronbach’s alpha reliability measure, the calculated reliability
coefficient was above 0.8 and the result showed that it was found to be reliable.

The reliability test for all dimension of the instruments after collecting the data were
indicated that Cronbach’s alpha result above 0.84 which was found to be acceptable
region.
Table 3: Reliability Test
Type Item Cronbach's alpha
Autocratic Leadership Style 6 0.883
Democratic Leadership Style 6 0.884
Laissez-faire Leadership Style 6 0.965
Transformational Leadership Styles

- Idealized Influence (II) 2 0.995
- Individual Consideration (IC) 2 0.941
- Intellectual Stimulation (IS) 2 0.899
- Inspirational Motivation (IM) 2 0.890
Transactional Leadership Styles

- Contingency reward 2 0.822
- Management - by exception active 2 0.847
- Management – by exception passive 2 0.990
Leadership challenge 10 0.863

Leadership development strategies 4 0.958
Validity test represents the accuracy of the measurement or truthfulness of what we are
measuring. In this regard it implies that the measure used to check the instrument is really
indicate the contents, scopes, all logics and standards (Zikmund et al., 2009). Hence,
validating the instrument helps to avoid the mistake that are likely happen due to shortage
of instrument to measure what is proposed to measure and cross validate and realizing the
response of the questionnaire with the interview conducted and the document analyzed.
According to Creswell (2014) to validate the research process, the researcher clarify the
biases the researcher brings to the study, triangulate different data sources, check with
external audit and give long time for the data sources (Creswell, 2014). In this study the
research process was checked by qualified independent experts in leadership area and
who have prior experience in the way of research process to cross-check different data
sources when using the primary and secondary data. The researcher give long time to
triangulate different data sources in a way of doing this study.
3.8 Data Processing and Analysis
Data analyzed using descriptive data analysis method to analyze the data which were
collected through questionnaires. Descriptive data analysis method is used to analyze the
data including describing of demographic variables and variables related to leadership
practices, leadership challenges and effective implementation of leadership development
strategies of public sector organizations. Close ended quantitative questionnaires
collected from leaders were analyzed and processed by using different statistical methods
to make the data more precise. In this study the researcher deployed statistical tools such
as independent sample t-test which was used to compare the differences in mean scores
between two groups and one-way ANOVA was used to compare the variation of means
between three or more groups. Mean scores analyzed to indicate the mean value for each
leadership styles, leadership challenges and leadership development strategy variables
used by the leaders. Frequencies, percentages, and standard deviation were utilized for the
aim of analysis.

The data were checked, coded and entered into statistical package for social science
(SPSS) version 20 software package for further statistical analysis. The result were
presented using tables.
3.9 Ethical Consideration
Ethical clearance were obtained from Arba Minch University, College of Business and
Economics department of management. Formal letters of cooperation was written to the
Malo Koza Wereda administrative office from Arbaminch University Post Graduate
School. Consent of the Wereda administration was obtained as well. Informed consents
was obtained from each public sector organizations. Any involvement in the study was
carried out with the full consent of leaders to be interviewed and the participants of the
study were fully informed that the study was only for academic purpose. Finally, after
collection of the necessary data, identified problems during assessment was discussed
with public sector organizations leaders in order to apply appropriate leadership styles,
techniques of solving leadership challenges and improve the gaps of leadership
development strategy implementation.

CHAPTER FOUR - RESEARCH RESULTS AND DISCUSSIONS
4.1 Data Analysis
This chapter presents the research findings which were originated from the presentations,
analysis and interpretation of the entire survey data. The analysis was conducted in the
sequence involving descriptions of the characteristics of the respondents, the description
of leadership style practices, the extent of leadership challenges and leadership
development strategy implementation of public sector organizations based on the data
collected through questionnaires and interviews of different level of leaders.
With respect to the quantitative data, 135 questionnaires were distributed to 39 OH, 68
WPC and 28 TL all of the questionnaires were 100% successfully collected. With respect
to the qualitative data, interview was conducted with public sector organizations leaders
based on coaching characteristics of organizations and the responses were used to cross-
check and supplement the quantitative data obtained from the sample respondents. The
quantitative data were presented in tables whereby percentages, mean scores, standard
deviation, independent samples t-test and ANOVA were conducted through SPSS version
20. The qualitative data presented through narration.
4.2 Socio-Demographic Variables of Respondents
The socio-demographic variables of the respondents were presented in the following

respective paragraph in order to process the research analysis and interpretation. Thus,
135 sample leaders were actually involved by providing valuable information depending
on the data tools which was prepared by researcher. Table 4 indicates the socio-
demographic variables composed of background information of the participants’ sex, age,
education, work experience and position in detail (see appendix 1a).

Regarding table 4 of the respondents gender, 14.1(19) percent of the respondents were
female and 85.9 (116) percent of the respondents were males. Thus, majority of the
participants included were male which indicated that there was low female participation
in the leadership roles in the study area. With respect to the respondents’ age, 33(44)
percent of the overall respondents fell within the age range of 20 to 29 years, 50(68)
percent of the respondents were fell in to the age range between 30-39 years, 17(23)
percent of the respondents were found between the age group 40-49 years and none of the
respondents revealed above fifty years. Hence, the age distribution of the respondents
indicated that most of the leaders were at the productive age range.
Besides to this, the respondents educational status revealed that 4.4(6), 33.3(45), 60(81)
and 2.2(3) percent of the respondents were certificate, diploma, first degree and second
degree holders respectively. Low level educational status (certificate to diploma) holders
were not well trained about leadership in public sector organizations. This indicated that
above 37 percent of the leaders lack leadership skills or training required to undertake
their task and are unqualified as they were certificate to diploma holders.
As per the table 4 below with regard to the respondents work experiences, 69.6(94)
percent of the respondents were found below 10 years, 24.4(33) percent of respondents
were ranged between 11-20 years, 6(8) percent of the respondents were found between
21-30 year and none of the respondents were indicated above 30 year work experiences.
The work experience of the respondents were revealed that majority (70%) of the
respondents were below the service year of 10. From this one can understand that the
majority of the respondents had low work experience.
Concerning the respondents position as table 4 below revealed that, 29(39) percent of the
respondents were office heads, 50(68) percent of the respondents were work process
coordinators and 21(28) percent of the respondents were team leaders. As per the table 4
the majority of the respondents were work process coordinators. This indicated that
within public sector organizations large number of business processes prevailing to
perform public activities.
Table 4: Socio-Demographic Data of Respondent
Variables Frequency Percentage
Gender F 19 14.1

M 116 85.9
Total 135 100
20-29 44 33
30-39 68 50
40-49 23 17
Age >50 - -
Total 135 100
Certificate 6 4.4
Diploma 45 33.3
Education
Degree(BA/BSc) 81 60
MA/MSc 3 2.2
Others - -
Total 135 100

0-10 94 69.6
Work 11-20 33 24.4
Experience
21-30 8 6
>31 - -
Total 135 100
Office Heads 39 29
Position Work Process 68 50
Coordinators
Team Leaders 28 21
Total 135 100
Key: F - Female, M – Male, BA – Bachelor of art, BSc – Bachelor of Science,
MA – Master of art and MSc – Master of Science.
4.3 Assessment of the Preference of Leadership Style Practices
In this study the researcher assessed the extent of leadership styles practiced in Malo
Koza Wereda administration as second part. Each leadership style composed different
types of questions with corresponding responses.

Table 5: Leadership Style Questionnaires Composition
Types of questionnaires Description
Total response of question 1, 4, 7, 10, 13, &16 Autocratic Leadership Style

Total response of question 2, 5, 8, 11, 14, & 17 Democratic Leadership Style
Total response of question 3, 6, 9, 12, 15, & 18 Laissez-faire Leadership Style
Total Response of question 19 & 21 -
Contingent reward, Transactional Leadership
Total Response of question 25 & 27 - Mgt. By Styles
Exception active,
Total Response of question 23 & 29 - Mgt. By
Exception passive
Total Response of question 20 & 22 - Idealized
Influence, Transformational
Total Response of question 24 & 31 - Leadership Style
Inspirational Motivation,
Intellectual Stimulation,
Individualized Consideration
Source: Modified data from Peter (2015) and Pan Xiaoxi et al. (2006)
A. Mean Score Interpretations
Mean scores in this study helps to rate the preference of leaders towards leadership styles
practiced, challenges and leadership development strategy implementation in
organization. Regarding Likert scale of rating mean scores, Al-Yasaad et al. (2006) on
their book statistics for economics and administration studies revealed that rating mean
score on Likert scale items was indicators of ones attitudes. Therefore, the researcher
make an interpretation based on Al-yasaad et al. (2006) mean score value rating system.
Table 6: Mean Score Interpretation

No. Mean scores Mean score interpretation
1 1 - 1.8 Very low
2 1.8 - 2.6 Low
3 2.6 - 3.4 Medium
4 3.4 - 4.20 High
5 4.20 - 5.00 Very high
Source: (Al-Sayaad et al., 2006)
B. Descriptive Analysis on the Leadership Styles

The leadership style practices were analyzed in this part was basic leadership styles such
as autocratic, democratic and laissez-faire and recently applied /contemporary leadership
styles such as transactional and transformational leadership styles.
I. Basic Leadership styles (Autocratic, Democratic and Laissez-faire)

As per the table 7 below autocratic leadership style questions posed to respondents to
react on individual decision control system and leaders accepting inputs from the
followers in Malo Koza Wereda public sector organizations (see Appendix 1b).
Regarding table 7 finding of the overall autocratic leadership style, 72.6(98) percent of
respondents were rated as disagree, 1.48(2) percent of participants were rated as neutral,
21.48(29) percent of respondents were lied on agree and 4.44(6) percent of participants
were rated as strongly agree and also none of the respondents has rating for strongly
disagree. The level of autocratic leadership style practiced in the study area disclosed that
the majority of the respondents were not agreed with the individual decision control
system in public sector organizations. However, above 25 percent of the respondents were
agreed individual leaders decisions control system and leaders want few/no inputs from
employee in the organizations to make decisions. The mean score and the standard
deviation of the overall autocratic leadership style are 2.57 and 0.89 respectively. Since
the value of the standard deviation is less than one, the answers of the respondents have a
minimum variation to each other. Therefore, from this figure the researchers infer that the
level of overall autocratic leadership style was low practiced leadership style in Malo
Koza Wereda public sector organizations since the mean value is below 2.6. Few of the
study area leaders were interested in sole decision making system and to some extent they
require few inputs from their followers. This type of view might decrease the creativity
and innovative thinking of the followers in decision making. Concerning autocratic
leadership style Ketll (2000) stated that traditional hierarchical (top-down) view of
leadership is still very present, which explains the absence of studies on the dynamics of
leadership practice in the public sector organizations. Leaders are sole authority in
decision making process whereas followers are not part of that decision making process
in such kind of leadership style.
Concerning the table 7 of the overall democratic leadership style, the respondents were
asked to provide for the effective participation of employees in decision making processes
and leaders supporting their subordinates (see Appendix 1b). The respondents replied that
0.7(1) percent of respondents were rated as strongly disagree, 11.11(15) percent of

participants were rated as disagree, 44.44(60) percent of respondents were lied on agree
and 43.70(59) percent of participants were rated as strongly agree. The extent of
democratic leadership style in Malo Koza Wereda public sector organizations showed
that above 88 percent of the leaders use this style in decision making process. The
average value (mean score) and the standard deviation of the overall democratic
leadership style are 4.18 and 0.76 respectively. Since the value of the standard deviation
is less than one, the answers of the respondents have a minimum variation to each other.
Therefore, from this figure the researchers infer that the level of overall democratic
leadership is highly practiced styles in Malo Koza Wereda public sector organizations
since the mean value is greater than 3.4. The extent of participatory (democratic)
leadership style in the study area from the statistic result revealed that the democratic
leadership style was the dominant leadership style with mean score of 4.18. Employees
were participated in decision making process might motivate them to undertake extra
organizational activities. This finding is supported with the concepts indicated in
literature review. Iqbal et al (2015) stated that democratic leadership style is essential to
all situations in organizations to get motivated & skilled employees, improved
performance and quality services.
For the laissez-faire leadership style the researcher provided questions to the respondents
to know about leaders making free of their employees in accepting the responsibility and
delegate authority to solve problems on their own (see Appendix 1b), table 7 of the
overall laissez-faire leadership style disclosed that 29(39) percent of the respondents were
rated as strongly disagree, 59.20(80) percent of the respondents were valued for disagree,
3(4) percent of the respondents lied on neutral and 8.8(12) percent of the respondents
rated as agree and also none of the respondents were rated for the item strongly agree.
The mean score and standard deviation of the overall laissez-faire leadership is 1.91 and
0.64 respectively. From this result the researcher infer that the extent of laissez-faire
leadership style was low practiced style in public sector organizations of Malo Koza
Wereda since mean score is less than 2.6. This finding showed that the decision making
process of public sector organizations leaders were not fully given to the followers in the
study area.
As it is portrayed in table 7 of the overall basic leadership styles practices, democratic

leadership style scored the mean score value of 4.18 and autocratic and laissez-faire
leadership styles scored the mean score value of 2.57 and 1.91 respectively. From this

result one can understand that Malo Koza Wereda public sector organizations leaders
highly practiced democratic leadership style which is scored the mean value of 4.18 while
autocratic and laissez-faire leadership styles were lowly practiced leadership style in the
study area scored the mean value 2.57 and 1.91 respectively.
These basic leadership style findings were supported with the different concepts
discussed in the literature review. Hence, scholars used to classify leadership styles in
different categories including autocratic style where the groups tend to be respectful to
the commands of the leader, and laissez-faire style where the leader make free of their
followers. Besides, laissez-faire leadership style might work when the employees were
highly experienced in the organizations and no need of leaders’ involvement in decision
making process in the organizations. Despite this classification, most authors disagree
with the application of a defined leadership style to all situations (Betta, 2012). According
to Cartwright (2002), there can be a problem, with being too democratic in that it might
be seen as the leader abdicating his or her responsibility to his or her followers; which
makes them fully delegation of authority in a way of doing things. Even if the leader
delegates responsibility, the accountability still remains with him/her. Therefore, a leader
who abdicates accountability along with responsibility also delegates leadership.
Moreover, Owens (2004) states that modern organizations require leadership processes in
terms of the organizations effectiveness to a given situation. There may be situations in
which an autocratic style is most effective while others requires delegation of
responsibility and still other situations that call for highly participatory methods for
greatest effectiveness. Furthermore, Leith wood, et al. (2004) indicate that individual
leaders actually behave quite differently and productively depending on the circumstances
they are facing and the people with whom they are working; that this calls into question
the common belief in habitual leadership “styles” and the search for a single best model
or style; and that organizations need to be developing leaders with large repertoires of
practices and the capacity to choose from that variety as needed, not leaders trained in the
delivery of one best set of practices. However, the study finding stated regarding selection
of leadership styles is not conformity with the concept of contingency model of
leadership.
Regarding the effectiveness of leadership in organizations using mean score rating system
provided by Bass and Avolio (1999) cited by (Peter, 2015) stated that the effectiveness of
leadership in organizations is confident when laissez-fare leadership style must be

practiced less than 1 mean score. However, in the study area laissez-faire leadership style
practiced 1.91 mean score, which is greater than 1. This indicates that leaders in study
area were not effective as per the expectation of the country government since mean score
of laissez-faire leadership style is greater than 1.
Moreover, it is important to support the opinion of the interview results with quantitative
findings demonstrated that: - to accomplish the public sectors strategic goal within given
time period, every public sector leaders perform mobilization programs in line with the
plan of the sectors. This mobilization programs includes preparation phase,
implementation phase and conclusion phase of tasks. For this mobilization type of
activities they use to some extent close supervision of employees with few discussion to
finish a project within given time frame. On the other hand most of the time to achieve
planned activities in organization, first they bring an activities to their employees and
discuss with them from the beginning section to end or feedback section (high
participation of followers). Leaders in the study area believe their employees to undertake
activities and decisions they delegate responsibility; when employees are more skillful
enough to perform their activities, then they also delegates the authority to them (see
appendix 2).
Table 7 : The Level of Autocratic, Democratic and Laissez-faire Leadership Styles
Variables Category Frequency Mean SD
Autocratic SDA - 2.57 0.89

Leadership DA 98(72.6%)
Style N 2(1.48%)
A 29(21.48%)
SA 6(4.44%)
Democratic SDA 1(0.7%) 4.18 0.76
Style N -
A 60(44.44%)
SA 59(43.70)
Laissez-faire SDA 39(29%) 1.91 0.64
Style
N 4(3%)
A 12(8.8%)

SA -
Key: SDA- Strongly disagree, DA- Disagree, N- Neutral, A- Agree, SA- Strongly agree,
and SD – Standard deviation.
II) Transactional and Transformational Leadership Styles Practices
Regarding transactional and transformational leadership style, researchers and scholars

expressed that these leadership style are currently practicing styles in both government
and private organizations.
Concerning the transactional leadership styles the researcher provides a question to assess
the attitude of leaders about leaders confirming the performance of the employees with
that of rewards to make exchange (reward or recognition) it for appropriate outcome that
motivates followers to be effective in improving performance (see Appendix 1b).
Based on table 8 of the respondents response of transactional leadership style practiced in

Malo Koza Wereda public sector organizations, the overall mean score and standard
deviation of transactional leadership style were 2.92 and 0.44 respectively. Transactional
leadership style practiced medium in public sector organizations of Malo Koza Wereda
administration since the result disclosed that the mean score is medium (Mean = 2.92). As
per table 8 of transactional leadership style there is three dimensions, contingency reward
dimension disclosed that 37.7(51) percent of the respondents were replied disagree, 4.4(6)
percent of the respondents were rated as neutral, 56.3(76) percent of the respondents were
rated as agree and 1.5(2) percent of the respondents were decided on strongly agree.
Whereas, 24(33) percent of the respondents were replied disagree, 4(5) percent of the
respondents were rated as neutral, 59(79) of the respondents were rated as agree and
13(18) percent of the respondents were relied on strongly agree for management by
exception active, while for management – by exception passive dimension of
transactional leadership style, 20(27), 60(81), 17(23) and 3(4) percent of the respondents
were rated as strongly disagree, disagree, agree and strongly agree respectively. Hence,
the mean value of the variables scored 3.21, 3.60, 1.96 and the result of standard
deviation were 0.89, 0.93, 0.96 for contingency reward, management - by exception
active and management - by exception passive respectively. To support this findings with
the concept written in literature review. Transactional leadership style applied in the
organization by matching the organizations performance with rewards to motivate the

followers (Bass, 1990). Moreover, Transactional leadership style focuses on ways to
manage the existing state of affairs and maintain the day-to-day operations of a business,
but does not focus on long term goals of the organization and how the followers of the
organization can work towards those goals, enhancing their productivity as well as
increasing their organizational profitability (Avolio et al. 1991). The highest mean value
among transactional leadership style dimension is management - by exception active
which scores the mean value 3.60. According to Rowold (2005) stated that in
management – by active dimension, leaders keep rules and standards to eliminate
problems and correcting mismatch processes. Leaders have no long lasting motivational
effect to achieve the organizations performance instead leaders being material value
oriented.
According to Bass and Avolio (1999) the effectiveness of leadership in organizations

should practice transactional leadership style dimension of management- by exception
active is less than 1.5 mean score value whereas management- by exception passive less
than 1 mean score value (Peter, 2015). From this the researcher deduce that in study area,
leaders were practicing transactional leadership style and they are ineffective as per the
survey results.
For the extent of transformational leadership style, the researcher provided the questions
to respondents to know about attitudes of leaders when motivating, inspiring, challenging
and understanding their followers into essential units that work well with others of the
organization (see Appendix 1b). Table 9 below portrayed that the overall transformational
leadership style practice result of mean score and standard deviation were 2.21 and 0.53
respectively. There was minimum variation of answers between the responses of
respondents to each other since the value of the standard deviation was less than 1, and
also the overall level of the transformational leadership style were practiced low in Malo
Koza Wereda public sector organizations since the mean score was below 2.6.
As per the table 9 below for idealized influence dimension of transformational leadership
style, 16(22), 58(78), 2(3) and 24(32) percent of the respondents were rated as strongly
disagree, disagree, neutral and agree respectively, while 18(24), 59(80), 1.5(2) and
21.5(29) of the respondents were relied on strongly disagree, disagree, neutral and agree
respectively for inspirational motivation dimension of transformational leadership style
whereas for intellectual stimulation dimension of transformational leadership style shows
27(36), 55(75), and 18(24) percent of the respondents were rated as strongly disagree,

disagree and agree respectively. And for individual consideration dimensions of
transformational leadership style, 16.3(22), 65.9(89), 1.5(2) and 16.3(22) of the
respondents were decided on strongly disagree, disagree, neutral and agree respectively.
The mean score value and standard deviation of idealized influence, inspirational
motivation, intellectual stimulation and individual consideration is 2.33, 2.26, 2.08, 2.17
and 0.99, 0.93, 0.93, 0.86 respectively. The highest mean value was scored in
transformational leadership style was for idealized influence dimension (Mean = 2.33)
and the lowest mean value scored in transformational leadership style was for intellectual
stimulation dimension (Mean =2.08). From this findings one can understand that Malo
Koza Wereda public sector organizations leaders exercise transformational leadership
style at low level. As the finding of this study shows that leaders in public sector
organizations of Malo Koza Wereda were left to do additional work for the leaders of the
organizations as well as for GGZ of the respective departments.
Bass and Avolio (1999) stated that when leaders were effective in organizations, the mean
scores for all dimensions of transformational leadership style is greater than 3 (Peter,
2015). However, the findings demonstrated that enhancing member’s capacity, finding
experience from challenging task, motivating, inspiring, and understanding their
followers were difficult activity for Malo Koza Wereda public sector organizations
leaders since the mean scores for all dimensions of transformational leadership was below
3. Similarly, Goussak and Webber (2011) conducted the study on employee perception on
leadership style based on Bass and Avolio (2004) mean rating guideline to all dimensions
of transformational leadership styles must be greater than 3. Therefore, as per the survey
results the public sector organizations leaders were ineffective in the study area.
Table 8: Transactional Leadership Style
Transactional leadership style Category Frequency Mean SD

Dimensions
Contingency Reward SDA -

DA 51(37.7%) 3.21 0.89
N 6(4.4%)
A 76(56.3%)
SA 2(1.5%)
Management - by exception active SDA -

DA 33(24%) 3.60 0.93
N 5(4%)
A 79(59%)
SA 18(13%)
Management - by exception passive SDA 27(20%) 1.96
DA 81(60%) 0.96
N -
A 23(17%)
SA 4(3%)
Average Transactional 2.92 0.44

Leadership style
Table 9: Transformational Leadership Style
Transformational leadership style Category Frequency Mean SD

Dimensions
Idealized Influence SDA 22(16%)

DA 78(58%)
N 3(2%) 2.33 0.99
A 32(24%)
SA -
Inspirational Motivation SDA 24(18%)
DA 80(59%)
N 2(1.5%) 2.26 0.93
A 29(21.5%)
SA -

Intellectual Stimulation SDA 36(27%)
DA 75(55%)
N - 2.08 0.93
A 24(18%)
SA -
Individual Consideration SDA 22(16.3%)
DA 89(65.9%)
N 2(1.5%) 2.17 0.86
A 22(16.3%)
SA -
Average transformational
Leadership Style 2.21 0.53
1) The Variation Analysis of Basic Leadership Styles with Socio-Demographic

Variables.
The study try to find out whether there exist the response variation on democratic,
autocratic, laissez-faire, transactional and transformational leadership styles practiced
with the demographic variables including sex, age, education, work experience and
position of the respondents. To describe this variation, independent sample t- test is used
to compare the differences in mean scores between two groups and the statistical
procedures used to compare means between three or more groups with One- way
ANOVA were used with 95% confidence level and 5% precision level (acceptance error).
Mean score variation for each leadership styles with respect to respondents’ demographic
variables explained as follows:
a) Response Variation Based on Gender of the Respondents

From table 10 of the survey result reflects that the gender variation between male and
female respondents to democratic, autocratic, laissez-faire, transactional and
transformational leadership styles practices were variations but not statistically
significant. Concerning the survey result one can deduce that there is no statistical
significant mean variation between male and female respondents with respect to

democratic, autocratic, laissez-faire, transactional and transformational leadership styles
practices whose p value for all listed leadership styles were greater than >0.05 precision
level ( see appendix 3a)
Table 10:T-test of Variance Analysis of Respondents Based on Gender
Freque Mean Std. T Sig (2-tailed)

Leadership style Gender
ncy Deviation
Democratic Leadership Male 116 4.1365 .78961
-1.800 .074
style Female 19 4.4737 .49772
Autocratic Leadership Male 116 2.6078 .89531
.967 .336
Style Female 19 2.3947 .85925
Laissez-faire Leadership Male 116 1.9095 .64133
-.453 .651
Style Female 19 1.9825 .70688
Transactional Male 116 2.9368 .44540
.619 .537
Leadership Style Female 19 2.8684 .45331
Transformational Male 116 2.2015 .53232
-.715 .476
Leadership Styles Female 19 2.2961 .54679
b) Response Variation Based on Educational Level of the Respondents

According to table 11 of autocratic, democratic, laissez-faire, transactional and
transformational leadership styles practices, the result indicated that the practices did
differ by educational level for democratic and laissez-faire leadership style, though
respondents of certificate rated the lowest (mean = 3.11) and those who MA/MSc holder
rated the highest (mean = 4.66) to democratic leadership style practices (i.e. certificate
level holders are statistically significant variation of democratic leadership style with
regard to diploma, 1st degree and 2nd degree whose p value got 0.004, 0.003 and 0.017
respectively which was <0.05). The lowest mean was rated for those who hold certificate
(Mean = 1.08) and the highest mean rated for BA/BSc holder (Mean = 1.97) for laissez-
fare leadership style (i.e. certificate holders are statistically differences of laissez-faire
leadership style with regard to diploma and 1st degree holders whose p value got 0.013
and 0.006 respectively which was <0.05. This figure confirming that levels of democratic
and laissez-faire leadership practices in study area did vary with educational level at five
percent level of significance. Educated leaders involve & support their employees in
decision making process and let their followers freely to solve problems on their own.
Hence, there was significant difference in practices of democratic and laissez-faire
leadership style with regard to educational level of respondents at the five percent
precision level. There was no statistically significant variation of educational background
of respondents for autocratic, transactional and transformational leadership styles as per
the survey results.
Table 11: Analysis of Variance by the Level of Education
(I) Educational (J) Educational Mean

Variables Status Status Difference (I-J) Sig. Mean
Diploma -1.10741* .004 3.111

Certificate BA/BSC -1.11523* .003
MA/MSC -1.55556* .017
Certificate 1.10741* .004 4.218
Diploma BA/BSC -.00782 1.000
Democratic MA/MSC -.44815 .734
Leadership style Certificate 1.11523* .003 4.226
BA/BSC Diploma .00782 1.000
MA/MSC -.44033 .736
Certificate 1.55556* .017 4.666
MA/MSC Diploma .44815 .734
BA/BSC .44033 .736
Diploma -.84259* .013 1.083
Certificate BA/BSC -.89403* .006
MA/MSC -.86111 .219
Certificate .84259* .013 1.925
Diploma BA/BSC -.05144 .972
Laissez-faire MA/MSC -.01852 1.000
Leadership Style Certificate .89403* .006 1.977
BA/BSC Diploma .05144 .972
MA/MSC .03292 1.000
Certificate .86111 .219 1.944
MA/MSC Diploma .01852 1.000
BA/BSC -.03292 1.000
ANOVA
Sum of df Mean F Sig.
Squares Square
Between
4.031 3 1.344 1.723 .165
Groups
Autocratic
Within
Leadership Style 102.180 131 .780
Groups
Total 106.211 134
Democratic Between
7.804 3 2.601 4.854 .003
Leadership style Groups

Within
70.211 131 .536
Groups
Total 78.015 134
Between
4.470 3 1.490 3.760 .012
Groups
Laissez-faire
Within
Groups
Total 56.381 134
Between
.123 3 .041 .202 .895
Groups
Transactional
Within
Groups
Total 26.589 134
Between
.345 3 .115 .399 .754
Groups
Transformational
Within
Leadership Styles 37.769 131 .288
Groups
Total 38.114 134
c) Response Variation Based on Position of the Respondents
As per the table 12 of the variance analysis the result indicated that the perceptions and
practices did differ statistically by office head position of autocratic leadership style with
regard to WPC and TL whose P value got 0.035 & 0.038 respectively which was <0.05.
OH and WPC groups did statistically significant variation with respect to laissez-fair
leadership style whose P value got 0.014 which was <0.05. And transformational
leadership style practices did statistically significant difference of OH groups with WPC
& TL groups whose P value of 0.000 which was <0.05. This figure confirming that levels
of autocratic, laissez-faire and transformational leadership practices in study area did
statistically vary with respondents positions at five percent level of significance, i.e., the
OH position holder practice autocratic, laissez-fare and transformational leadership style
than as TL as per the survey result.
Regarding table 12 the level of democratic and transactional leadership style practices
with regard to position of the respondents, the result indicated that the respondents did not
statistically significant difference between positions, though respondents of team leaders
rated the lowest (mean = 4.08 & 2.91) and those who have office head position rated the
highest mean which was 4.30 & 2.94 for democratic and transactional leadership style
respectively (see appendix 3c).
Table 12: Analysis of Variance by the Level of Positions

Dependent (I) Positions of (J) Positions of Mean
Variable respondents respondents Difference (I-J) Sig. Mean
WPC .43967* .035 2.910

Office Heads *
TL .53526 .038
Autocratic *
Work Process OH -.43967 .035 2.470
Leadership
Coordinators TL .09559 .877
Style
OH -.53526* .038 2.375
Team Leaders
WPC -.09559 .877
WPC .36105* .014 2.128
Office Heads
TL .12821 .693
Laissez-faire
Work Process OH -.36105* .014 1.707
Leadership
Coordinators TL -.23284 .234
Style
OH -.12821 .693 2.000
Team Leaders
WPC .23284 .234
WPC .65884* .000 2.669
Office Heads
TL .59398* .000
Transformation
Work Process OH -.65884* .000 2.011
al Leadership
Coordinators TL -.06486 .797
Styles
OH -.59398* .000 2.075
Team Leaders
WPC .06486 .797
ANOVA
Squares Square
Between
6.244 2 3.122 4.122 .018
Groups
Autocratic
Within
Groups
Total 106.211 134
Between
.890 2 .445 .762 .469
Groups
Democratic
Within
Leadership style 77.125 132 .584
Groups
Total 78.015 134
Laissez-faire Between
3.458 2 1.729 4.313 .015
Leadership Style Groups

Within
52.922 132 .401
Groups
Total 56.381 134
Between
.026 2 .013 .064 .938
Groups
Transactional
Within
Groups
Total 26.589 134
Between
11.440 2 5.720 28.307 .000
Groups
Transformational
Within
Groups
Total 38.114 134
d) Response Variation Based on Age of the Respondents

Analysis of variables was used in this study to compare mean scores of different age
groups of respondents. The result indicates that there was no statistical significant
variation of democratic, autocratic, laissez-faire, transactional and transformational
leadership style with regard to respondent age as per the survey results.
Table 13: Analysis of Variance by the Level of Age (ANOVA)

Squares Square
Between
.567 2 .283 .354 .702
Groups
Autocratic
Within
Groups
Total 106.211 134
Between
.096 2 .048 .081 .922
Groups
Democratic
Within
Leadership style 77.919 132 .590
Groups
Total 78.015 134
Between
.952 2 .476 1.134 .325
Groups
Laissez-faire
Within
Groups
Total 56.381 134

Between
.772 2 .386 1.973 .143
Groups
Transactional
Within
Groups
Total 26.589 134
Between
1.032 2 .516 1.836 .164
Groups
Transformational
Within
Groups
Total 38.114 134
e) Response Variation Based on Experience of the Respondents

Analysis of variance was used to compare means of different experience level of
respondents with regard to the practice of autocratic, democratic, laissez-faire,
transactional and transformational leadership style. The statistical findings revealed that
there was no statistically significant difference between groups of respondents experience
level (i.e. p>0.05 for all leadership styles used in this study).
Table 14: Analysis of Variance by the Level of Experience (ANOVA)

Squares Square
Between
1.583 2 .791 .998 .371
Autocratic Leadership Groups
Style Within Groups 104.628 132 .793
Total 106.211 134
Between
.569 2 .284 .485 .617
Democratic Groups
Leadership style Within Groups 77.447 132 .587
Total 78.015 134
Between
.406 2 .203 .478 .621
Laissez-faire Groups
Leadership Style Within Groups 55.975 132 .424
Total 56.381 134
Between
.256 2 .128 .642 .528
Transactional Groups
Leadership Style Within Groups 26.333 132 .199
Total 26.589 134
Transformational Between
.337 2 .168 .588 .557
Leadership Styles Groups

Within Groups 37.778 132 .286
Total 38.114 134
4.4 Challenges Faced Malo Koza Wereda Public Sector Organizations
Leaders
The items in the table 15 below were specifically designed to assess the extent of
leadership challenges prevail in the public sector organizations of study area (see
Appendix 1c). As per table 15 of the overall leadership challenges, 11.11(15) percent of
the respondents were rated as strongly disagree, 68.14(92) percent of the respondents
decided on disagree, 1.5(2) percent of the respondents were valued for neutral and
19.25(26) percent of the respondents were lied on agree. The majority of the respondents
(above 79%) were confirmed that public reform program implementations, leadership
roles, technology advancement and satisfying customers and employees were a serious
challenges facing public sector organizations leaders in Malo Koza Wereda
administration. The statistical result also showed that the mean score and standard
deviation of overall leadership challenges are 2.28 and 0.75 respectively. Since the value
of the standard deviation is less than one, the answers of the respondents have a minimum
variation to each other. Regarding table 15 of the overall leadership challenges, the scored
value of mean is less than 2.6. This indicates that there is challenges facing public sector
organizations leaders in implementing public reform programs, effectively application of
ICT, satisfying customers, government and employees’ interest and leading with required
abilities. However, among the leadership challenge items, the challenges related with the
effectiveness of leaders in public sector organizations is seriously threatened to public
sectors leaders which scores the mean value of 2.19.
It is important to support the quantitative findings of this study with the Wereda
administration report revealed that in 2016 budget year, the MKWA planned to achieve
100% in major activities and they were achieve only 71% of public sector organizations
performance as per the MKWA report. This indicated that there were challenges to
effectively attain the major activities of the study area public sector organizations.
The findings of opinions obtained from organized interview of different public sector
organizations’ leaders were demonstrated that: - Public sector organizations leaders
facing different problems such as implementation of government change initiatives (BSC,

Kaizen and periodic government agendas). This public sector reform program requires
well organized equipment in organizations, equipped human resources and suitable
offices were important materials in public sector organizations however, such materials
were not fulfilled brings a great challenges for leaders. Secondly, there is issues relating
to alteration of managerial roles, leaders own commitment, unable to learn from mistakes
and low skills on government agendas were also other challenges. Thirdly, the other
challenges from their interview result revealed that low ICT infrastructure development,
skilled human resource to apply ICT and lack of financial resources to obtain latest
technology. Finally, organizations were a place where different people working together
to achieve common organizations objectives. These different interest groups like
employees, customers and governments requires different leadership skills, different
cultural consideration and the way of motivation techniques were still the other
challenges facing in the study area public sector organizations leaders as per the interview
results.
Regarding theoverallpublic reform program implementation, 13.3(18), 67(91), 0.7(1) and

19(25) percent of the respondents were rated as strongly disagree, disagree, neutral and
agree respectively. The performance measurement tools of public sector organizations
were challenges for the public sector organizations leaders to enhance the service quality.
The frequencies implies that above 80% of the leaders were not agreed the effective
implementation of public reform program in organizations. The mean score and the
standard deviation of the new public reform program implementation scored 2.24 and
0.910 respectively. The findings of the study revealed that periodic agendas of the
government was not effectively implemented in public sector organizations of the study
area. This finding is supported by Ferguson et al. (2014) stated that there are many
challenges in the public sector organizations from which leading change initiatives in
public sector organization is the great challenge for today leaders. Moreover, Schofield
(2008) is other author who stated as the pace of change is one of the public sector
organizations leadership challenge which facing public leaders. Thus, it can be concluded
that in order to survive and succeed the organizations must be knowledgeable about how
to implement appropriate organizational changes that will be accepted by its employees
(Higgs and Rowland, 2005). Furthermore, Zerihun and Tesfaye (2014) identified the
challenges faces public service sector organizations leaders to implement public service
reform programs is related with leaders’ effectiveness. They stated that the real leadership

challenges are associated to lack of effective leaders and lack of adequate knowledge and
skill for implementing the public reform projects. Hence, the reform agenda itself
challenges for public sector organizations leaders.
As the table 15 portrayed that the challenges related with the overall effective execution
of leadership role to influence others in organization, 17.8(24) percent of the respondent
were rated as strongly disagree, 63(85) percent of the respondent were valued to disagree,
2.2(3) percent of the respondent were lied on neutral and 17(23) percent of the respondent
were decided on agree. The majority of the respondents (above 80%) still problems with
the way of leadership role implementations to influence others in organizations. This
might be related with individual leader effective communication of sectors vision, leaders
own commitment, leadership role transitions and motivating followers. The statistical
result showed that the mean score and standard deviation of challenges related with leader
him/herself in organization is 2.19 and 0.924 respectively. Challenges related with leader
him/her-self in public sectors might be the worst challenge faced public leaders which
scored the least mean value (2.19) of overall leadership challenges in study area. The
findings supported by different concepts in literature reviews. According to Gentry et al.
(2016) stated that developing leadership skills to make the organizations performance
effective such leadership skills are managing time, strategic thinking, decision making,
give attention to order tasks and how to manage the activities were serious challenges for
public sector organizations leaders. Moreover, another author supports this idea by stating
influencing followers to achieve the objectives of the organization requires leadership
ability; developing managerial & personal effectiveness in time management, stress
management, relationship management and acquiring job-specific leadership skills were
also a serious challenges for public sector organizations leaders (Ferguson et al. 2.14).
For working with overall ICT implementation in the public sector organizations, the
researcher provided the question about the availability and effective use of technological
equipment in organizations, 4.4(6) percent of the respondents were rated as strongly
disagree, 72.6(98) percent of the respondents were chose disagree and 23(31) percent of
the respondents were decided on agree. From this finding one can understand that the
majority (77%) of the respondents depicts that there is problems of ICT application; lack
of skill to use ICT equipment and low financial power to obtain ICT materials. The mean
value and standard deviation scored 2.41 and 0.893 respectively. This indicates that
public sectors may not be equipped with modern technology application might result in

declining the reputation of the organization and sources for critics. However, for the
volatile business world, information technology is the best tool to enhance the business
sectors as well as public sector organizations activities and create a global village with
shared regulation, language, and values (Schofield, 2008).
The finding revealed in table 15 below about the overall satisfaction of different
stakeholders (customers, employees and government) in public sector organization,
9.6(13) percent of the respondents were rated as strongly disagree, 70.4(95) percent of the
respondents were reacted to disagree, 1.5(2) percent of the respondents were lied on
neutral and 18.5(25) percent of the respondents were responded for agree. Satisfying
customers, employees and government interest in public sector organizations are
challenging activity for public sector organization leaders in the study area. This finding
disclosed that 80 percent of the respondents believed that the interest of customers,
employees and government were not satisfied well in public sector organizations. This
might increase rumors/critics in the organizations. The statistical result also showed that
satisfying the interest of customers, employees and governments in organization might
have a challenging factors for leaders in the study area. Hence, the mean value and
standard deviation of the item scored 2.29 and 0.880 respectively. This finding is
supported by the concepts in literature review.Organizations are a place where different
people working together to achieve the organizations strategic objectives. These different
people have different interests or perceptions which must be managed well in order to
realize the performance of the organizations. In this regard, Schofield (2008) point out
key challenges facing public sector leaders by stating that different people perceive in
different way because of their personality differences. Besides, leading this diverse
customers and employees interest is a challenging task for global leaders.
Table 15: Overall Leadership Challenges
Variables Categories Frequency Mean SD
Overall SDA 18(13.3)

implementation of DA 91(67) 2.24 0.910
public reform
program N 1(0.7)
A 25(19)
SA -
Overall challenges SDA 24(17.8)

related with public DA 85(63) 2.19 0.924
sector
organizations N 3(2.2)
leaders (leadership A 23(17)
roles)
SA -
SDA 6(4.4)
Overall DA 98(72.6) 2.41 0.893
technological A 31(23)
advancements
SA -
SDA 13(9.6)
Overall satisfaction DA 95(70.4) 2.29 0.880
of different interest N 2(1.5)
groups
A 25(18.5)
(employees,
customers & SA -
government)
SDA 15(11.11)
Overall DA 92(68.14)
leadership N 2(1.5) 2.28 0.75
challenges
A 26(19.25)
SA -
1) The Variation Analysis of Overall leadership Challenges with Socio-
Demographic Variables
The study try to find out whether the overall leadership challenge level is varied with the
socio-demographic variables. To describe this variation, independent sample t- test which
is used to compare the differences in mean scores between two groups and the statistical
procedures used to compare means between three or more groups with One- way
ANOVA were used with 95% confidence level.

From table 16 of the survey result reflects that the gender variation between male and
female respondents were not statistically significant variations with respect to overall
leadership challenges in the study area. The t-test result of gender variation indicated that
the mean score of 2.31 and 2.06 and the standard deviation of 0.79 and 0.49 for male and
female respondents respectively. Concerning the survey result one can deduce that there
is no statistical significant variation between male and female respondents with respect to

overall leadership challenges (t = 1.351 at p value is 0.179 which is >0.05 precision
level). See appendix 4
Table 16: T-test Analysis of the Respondents Based on Gender
Gender Frequency Mean SD T Sig.(2-tailed)

Male 116 2.31 0.79 1.351 0.179
Female 19 2.06 0.49
b) The Response Variation Based on Age of the Respondents

The outcomes in table 17 suggest that the level of leadership challenges of respondents
did differ by age, though respondents in the age group 40-49 rated the highest mean value
(mean = 3.283). The P value whose got 0.000 was less than α = 0.05, this figure
confirming that the levels of leadership challenges in Malo Koza Wereda did vary with
age at five percent level of significance. This indicates that relatively aged leaders are not
seriously confronted as the one in the age group of less than 40 as per the survey result
disclosed in this study. Hence, there is significant difference in leadership challenges with
regard to age of respondents at the five percent precision level.
Table 17: Analysis of Variance by the Level of Age of the Respondents
(I) Age of (J) Age of Mean Std. Sig. 95% Confidence Interval Mean
responden respondents Difference Error Lower Upper
ts (I-J) Bound Bound
30-39 -.29378 .12938 .064 -.6005 .0129 1.948
20-29
40-49 -1.09461* .17206 .000 -1.5025 -.6868
20-29 .29378 .12938 .064 -.0129 .6005 2.242
30-39
40-49 -.80083* .16130 .000 -1.1832 -.4185
20-29 1.09461* .17206 .000 .6868 1.5025 3.283
40-49
30-39 .80083* .16130 .000 .4185 1.1832
ANOVA
Leadership Challenges
Squares Square
Between
18.325 2 9.162 20.490 .000
Groups
Total 77.350 134

c) Response Variation Based on Position of Respondents

Regarding table 18 the level of leadership challenges with regard to position of the
respondents, the result indicated that the respondents did not statistically significant
difference between positions, though respondents of TL rated the lowest (mean = 2.08)
and those who have WPC rated the highest mean which is 2.45. The P value whose got
0.067 was >α = 0.05, this figure confirming that levels of leadership challenges in study
area did not vary with position level of respondents at five percent level of significance.
From this one can understand that Malo Koza Wereda public sector organization leaders
did not vary with respect to position as per survey result (see appendix 1c).
Table 18: Analysis of Variance by the Position Level of Respondents
(I) Positions (J) Positions Mean Std. 95% Confidence

of of Difference Error Sig. Interval Mean
respondents respondents (I-J) Lower Upper
Bound Bound
WPC -.32768 .14961 .077 -.6823 .0270 2.128
Office Heads
TL .04785 .18450 .964 -.3895 .4852
Work
.32768 .14961 .077 -.0270 .6823
Process OH 2.445
Coordinators TL .37553 .16725 .067 -.0209 .7720
Team OH -.04785 .18450 .964 -.4852 .3895 2.080
Leaders WPC -.37553 .16725 .067 -.7720 .0209
ANOVA result of leadership challenges based on positions
Squares Square
Between
4.117 2 2.058 3.710 .027
Groups
Total 77.350 134
d) Response Variation Based on Work Experience of Respondents
A one-way ANOVA between-group was conducted to investigate whether the

respondents reported a mean difference in perceived leadership challenges on the basis of
number of years of service with the organizations. The results indicated that there was
difference between service year groups of 21-30 with 0-10 & 11-20 whose p value got

0.000 & 0.011 respectively which was <0.05 on perception of overall leadership
challenges. Hence, leaders who have 21-30 year work experience scored the highest mean
score value (mean = 3.218) in public sector organizations of the study area were high in
treating challenges as compare to work experiences below 20 years’ as per the survey
results.
Table 19: Analysis of Variance by Work Experience of Respondents
(I) Work (J) Work Mean 95% Confidence

experience experience Difference Std. Error Sig. Interval Mean
(I-J) Lower Upper
Bound Bound
11-20 -.21881 .14601 .295 -.5649 .1273 2.167
0-10
21-30 -1.05120* .26577 .000 -1.6812 -.4212
0-10 .21881 .14601 .295 -.1273 .5649 2.386
11-20
21-30 -.83239* .28438 .011 -1.5065 -.1583
0-10 1.05120* .26577 .000 .4212 1.6812 3.218
21-30
11-20 .83239* .28438 .011 .1583 1.5065
ANOVA of leadership challenges based on work experiences of respondents
Squares Square
Between
8.610 2 4.305 8.267 .000
Groups
Total 77.350 134
4.5 Leadership Development Strategy Implementations in Malo Koza Wereda

Public Sector Organizations
Table 20 showed the overall leadership development strategy implementation, the

frequencies, the mean scores and standard deviations of the survey data.
The government of Ethiopia shows great commitment to develop public sector

organization leaders and formulate strategies, policies, rules and regulations to improve
public sector organizations performance. However, as indicated in the table 20 below the
overall leadership development strategy implementation, the opinions of respondents
disclosed that, 7.4(10) percent of the respondent were rated as strongly disagree, 65.2(88)
percent of the respondents were decided on disagree, 0.7(1) percent of the respondents

were chose neutral and 26.7(36) percent of the respondent were lied on agree. The
majority of the respondents (above 72%) were not agreed the effective implementation of
the overall leadership development strategies in public sector organizations in the study
area since the mean score is below 2.6. Leaders believed it is low activity in public sector
organizations with regard to effective use of leadership development strategies. Besides to
this, the statistical result showed that the mean score and standard deviation of the overall
leadership development strategy implementation are 2.46 and 0.96 respectively. To
support this finding with the findings of other researchers in literature review. According
to BahailuMengistu (2012) in Oromia Regional State stated that 49.7% of respondents
revealed that there was no strategy or program amongst Bureaus were about leaders focus
and support for leadership development. He revealed that the leadership development
strategy implementation was poor. Hence, leadership development strategy was less
emphasized activity in the public sector organizations in Ethiopian context.
It is important to support this result with the findings of open ended interview results in
leadership development part demonstrated that: - The researcher posed to interviewees
about the strategies implementation of leadership development in public sector
organization by stating the question what are the strategies have you been using to
improve leadership effectiveness in your sector and what are the strategy implementation
gaps of leadership development in your sector. The interview finding revealed that to
improve leadership effectiveness, leaders use periodic meeting, reading leadership related
books and to some extent attend leadership training program. Although, they indicated the
gaps of implementing leadership development strategy by stating that organized coaching
systems (follow up and support system) in public sector organizations was not performed
at required level to enhance leaders; well and organized leadership training program was
not offered to public sector organizations leaders to solve conceptual, technical and
human relation skill problems. Most of the activities done through periodic mobilization
but it is not planed in advance. Confirm this results with 2016 performance report of
studydistrict (Wereda) administrations revealed that when leaders were struggling to
perform activities in organizations within given period of time, they achieve good results.
Contrary, when leaders were not struggling to finish activities within given time period
faced great challenges. This challenges resulted from knowledge and skill gaps of leaders
about the activities and leaders own commitment. Periodic evaluation of activities in
public sector organizations to boost public sector organizations performance is also a
serious problem as per the interview result (MKWA, 2016).
As per table 20 revealed that the opinions of respondents about leaders skill gaps assessed
regularly in organized manner for training in the public sector organizations item (training
need assessment), 8.1(11) percent of the respondents were rated as strongly disagree,
64.4(87) percent of the respondents were decided on disagree and 27.4(37) percent of the
respondents were decided on agree. This implies that the majority (72.5%) of respondents
were reacted for the actions which were not taken by the public sector organizations
leaders to find the gaps of leaders’ development. The statistical results of the items mean
score value and standard deviation of 2.47 and 0.983 respectively. In Ethiopia the study
conducted on the effectiveness of leadership development disclosed that the major
problems to public sector organizations leaders were lack of required leadership skills in
the public sector organizations (GebreMiruts, 2015). This skill problems was not
identified regularly in organizations makes the leaders to perform the activities/business
as usual.
For continuous leadership training programs offered to leaders to make effective in

leading public sector organizations in the study area, 8.1(11) percent of the respondents
were rated as strongly disagree, 66(89) percent of the respondents were responded to
disagree, 1(0.7) percent of the respondents were lied on neutral and 25.2(34) percent of
the respondents were decided their response on agree. This implies that 74% of leaders
were not agreed about continuous provision of leadership training programs in the public
sector organizations in the study area. The mean score value and standard deviation of the
variable is 2.43 and 0.95 respectively. This statistical result showed that public sector
organizations in the study area provided low training programs since the mean value was
below 2.6. It is important to align the open ended question result with the quantitative
findings. In this regard the questions provided to the respondents to indicate how they
receive leadership training program by stating do you get leadership training program in
your organization? The first chose provided is “yes” and the second chose is “no”. Based
on this question the respondents asked to reply the second question if your answer is
“yes” please indicate about how long have you been taken leadership training program.
The result of the respondents revealed that 40(54) of the respondents were taken
leadership training program (choosing yes) and 60(81) of the respondents were not taken
leadership training program (choosing no). Among 54 respondents received leadership
training program, 89 percent of the respondents were rated for short term training, 11
percent of the respondents were rated for medium term training and none of the

respondents were rated for long term leadership training programs. This indicated that
low level of training programs were offered to public sector organizations leaders with no
long term training program in study area (See Appendix 1d)
For better human relation, conceptualize things in an accurate way and technically solve
problems in organization requires better skills in organizations, below table 20 portrayed
that 7.4(10) percent of the respondents were rated as strongly disagree, 66.7(90) percent
of the respondents were valued for disagree, 0.7(1) percent of the respondents were lied
on neutral and 25.2(34) percent of the respondents were rated as agree. From this result
one can deduce that only 25% leaders were agreed conceptual, human relation and
technical leadership skill levels improved in public sector organizations. The majority of
the respondents (74%) not agreed the way of improving all levels of leadership skill in the
organizations. The statistical result of mean score and standard deviation scored 2.44 and
0.95 respectively. However, Yukl (2008) stated that technical skills of leadership deals
with knowledge about methods, procedures, and equipment for conducting the specialized
activities of the leaders’ organizational unit whereas conceptual skills deals with looking
long foresight of organizations vision in to realization that supports leaders in planning,
organizing, directing and controlling the activities of the organization and interpersonal
skills also helps to know about human behaviors, group process, ability to understand the
feelings, attitudes and motives of others. Hence, equipping leaders with technical,
conceptual and interpersonal skills in organization helps the leaders to be effective in
leadership activities to enhance the performance of the organizations.
For periodical follow up and support system (coaching) in public sectors for enhanced
sectorial performances, 6.7(9) percent of the respondents were given their response to
strongly disagree, 64.4(87) percent of the respondents were rated as disagree, 1.5(2)
percent of the respondents were lied on neutral and 27.4(37) percent of the respondents
were rated on agree. This indicated that those who are responsible bodies to equip leaders
such as especially GGZ respective departments and the study area Wereda public sector
organizations leaders’ were give low attention for the follow up & support (coaching)
systems of leadership development strategy implementation. The mean score and
standard deviation of the variable scored 2.50 and 0.96 respectively. Coaching is the most
important activity to build effective leaders and improved public sector organization
performance. To this regard, researchers identified some of leadership development
methods include skill development with formal education and training, challenging,

experiences, action learning, follow-up system (coaching and mentoring), feedback, job
rotation, self- development, reflection and succession (Phillips and Schmidt, 2004).
Table 20: Overall Leadership Development Strategies
Variables Categories Frequency Mean SD
Leaders skill gaps were assessed SDA 11(8.1) 2.47 0.98

for training in a regularly DA 87(64.4)
organized manner
N -
A 37(27.4)
SA -
Continuous leadership training SDA 11(8.1) 2.43 0.95
programs are provided in my DA 89(66)
sector to enhance leaders’ skill &
knowledge. N 1(0.7)
A 34(25.2)
SA -
All human, conceptual and SDA 10(7.4) 2.44 0.95
technical skills of the leader DA 90(66.7)
improved.
N 1(0.7)
A 34(25.2)
SA -
Follow-up and support (Coaching) SDA 9(6.7) 2.50 0.96
systems implementation
DA 87(64.4)
N 2(1.5)
A 37(27.4)
SA -
SDA 10(7.4) 2.45 0.90

Overall leadership development DA 88(65.2)
strategies N 1(0.7)
A 36(26.7)
SA -

1) The Variation Analysis of Leadership Development Strategy with Socio-
Demographic Variables.
The study try to find out whether the overall leadership development strategy
implementation is varied with the socio-demographic variables. To describe this
variation, independent sample t- test and One- way ANOVA were used with 95%
confidence level at 5% precision level.

As per table 21 of the survey results showed that the leadership development strategy
implementation of male and female respondents were not varied with their gender group.
The mean value and standard deviation of male and female respondents were 2.48, 2.30
and 0.911 & 0.907 respectively. Moreover, the survey result revealed that there is no
statistical significant variation between gender of the respondents at 5% precision level,
i.e. with t = 0.799 at p value = 0.426 which is greater than 0.05 percent alpha level.
Table 21: T-test Analysis of the Respondents Based on Gender
Gender Frequency Mean SD T Sig.(2-tailed)

Male 116 2.48 0.91
Female 19 2.30 0.90 0.799 0.426
b) The Response Variation Based on Educational Background of the

Respondents
Below the outcome in table 22 suggest that the level of leadership development strategy
implementation did differ by educational level, though respondents of certificate rated the
lowest (mean = 1.50) and those who MA/MSc holder rated the highest mean which is
4.00. Certificate holders statistically did vary with BA/BSc and MA/MSc holders whose
P value got 0.006 & 0.000 respectively which was <0.05. Though, certificate holders
statistically didn’t vary with the diploma holders whose P value got 0.333 which is >0.05.
This figure confirming that levels of leadership development in Malo Koza Wereda did
vary with educational level at five percent level of significance, i.e., the educated leaders

were not seriously confronted gaps of implementing leadership development strategy as
certificate did as per the survey result. Hence, there is significant difference in developing
leaders with regard to educational level of respondents at the five percent precision level.
Table 22: Analysis of Variance by the Level of Education
(I) (J) Mean Std. 95% Confidence

Educational Educational Difference Error Sig. Interval Mean
Status Status (I-J) Lower Upper
Bound Bound
Diploma -.60556 .35835 .333 -1.5381 .3270 1.500
Certificate BA/BSC -1.16667* .34886 .006 -2.0745 -.2588
MA/MSC -2.50000* .58303 .000 -4.0172 -.9828
Certificate .60556 .35835 .333 -.3270 1.5381 2.105
Diploma BA/BSC -.56111* .15330 .002 -.9600 -.1622
MA/MSC -1.89444* .49166 .001 -3.1739 -.6150
Certificate 1.16667* .34886 .006 .2588 2.0745 2.666
BA/BSC Diploma .56111* .15330 .002 .1622 .9600
MA/MSC -1.33333* .48478 .034 -2.5949 -.0718
Certificate 2.50000* .58303 .000 .9828 4.0172 4.00
MA/MSC Diploma 1.89444* .49166 .001 .6150 3.1739
BA/BSC 1.33333* .48478 .034 .0718 2.5949
ANOVA
Leadership Development
Squares Square
Between
21.756 3 7.252 10.667 .000
Groups
Total 110.818 134
c) The Response Variation Based on Work Experience of the Respondents

Analysis of variance was used to compare means of different experience level of
respondents with regard to the leadership development strategy implementation. The
statistical findings revealed that there is no statistically significant difference between
groups of respondents experience level with regard to leadership development strategies.
The P value for all groups was greater than α = 0.05 precision level.
Table 23: Analysis of Variance by the Experience Level of Respondents (ANOVA)

Sum of Df Mean Square F Sig.
Squares
Between Groups 2.305 2 1.153 1.402 .250
Total 110.818 134
d) The Response Variation Based on Position of Respondents

Regarding table 24 the leadership development strategy regard to position of the
respondents, the result indicated that the respondents did statistically significant
difference between positions, though respondents of team leaders rated the lowest (mean
= 2.01) and those who office head position rated the highest mean which is 3.12. OH
groups statistically significant variations with WPC and TL whose P value got 0.000
which was <0.05. This figure confirming that levels of leadership development strategy
implementation in study area did vary with position level of respondents at five percent
level of significance. From this one can understand that Malo Koza Wereda public sector
organization leaders implement leadership development strategy with variation of
positional differences as per the survey results. However, WPC groups statistically didn’t
vary with TL groups whose P value got 0.384 which was >0.05.
Table 24: Analysis of Variance by the Position Level of Respondents
(I) Positions of (J) Positions of Mean Std. Sig. 95% Confidence

respondents respondents Difference Error Interval Mean
(I-J) Lower Upper
Bound Bound
WPC .86444* .16163 .000 .4813 1.2476 3.121
Office Heads
TL 1.10394* .19932 .000 .6315 1.5764
Work Process OH -.86444* .16163 .000 -1.2476 -.4813 2.257
Coordinators TL .23950 .18069 .384 -.1888 .6678
OH -1.10394* .19932 .000 -1.5764 -.6315 2.017
Team Leaders
WPC -.23950 .18069 .384 -.6678 .1888
ANOVA based on position of respondents

Sum of Df Mean F Sig.
Squares Square

Between
25.346 2 12.673 19.572 .000
Groups
Total 110.818 134
CHAPTER FIVE - SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS
This chapter aims to present the summary based on the research findings and also
presents the findings with regard to the objectives of the study and illustrate the
conclusions that have been reached. Recommendation that focuses on how the problem
identified could be addressed is included in this chapter. Lastly, limitation faced while
conducting the research project and suggestion for further researches were included.
5.1 Summary
The major purpose of this study was to assess the current status of leadership practices
and challenges of Malo Koza Wereda public sector organizations. In effect, the basic
questions raised involved:
 What type of leadership styles are common in public sector organizations in Malo
Koza Wereda?
 What are the leadership challenges faced by leaders in the study area?
 What leadership development strategies were being practiced in the study area?
The study was delimited to the public sector organizations because the desirable data for
the leadership style practices and challenges were found to this level. The study employed
descriptive survey design whereby sample survey type was used mainly to maintain its
manageability. There were 15 rural Wereda in Gamo Gofa Zone among which Malo Koza
Wereda was included in this study purposively. This sample Wereda was selected by
purposive sampling technique and public sector organizations were selected with
stratified random sampling technique which includes twenty three sector organizations
with four streams/strata. Data were obtained from 116 male respondents and 19 female
respondents a total of 135 actual participants, subjects composed of 39 office heads, 28
team leaders and 68 work process coordinators. The primary data were collected through
questionnaires from office heads, team leaders and work process coordinators as well as
through open ended interview made with office heads, team leaders and work process
coordinators. The interview were conducted based on coaching characteristics of the
organizations.
The quantitative data were presented in tables whereby mean scores, standard deviation,
independent samples t-test and ANOVA were used to determine the significance of the
opinion difference regarding the variables considered in the study. The qualitative
responses were analyzed in narration.
On the basis of the analysis of the data, the study directed to the following results:
1. The overall mean scores of the respondents perceptions regarding variables related
to leadership style practices were 4.18, 2.57, 1.91, 2.92 and 2.21 for democratic,
autocratic, laissez-faire, transactional and transformational leadership style
respectively. Hence, democratic leadership style was the most dominant one
which was practiced in the study area. Besides, moderately practiced leadership
style in the study area was transactional. Among the three transactional leadership
dimensions, management - by exception active and contingency reward were the
dominant ones with the mean scores value of 3.60 and 3.21 respectively.
Transformational leadership style is less practiced style in the study area with the
mean score value of 2.21.
2. According to the analysis made, the overall mean score value of the respondents’
perception towards leadership challenges in the public sector organizations of
Malo Koza Wereda were 2.28. Besides, mean score values of each variables

specifically of public reform implementations, leadership roles, technology
advancements and satisfying interests of customers, employees and government
were 2.24, 2.19, 2.41 and 2.29 respectively.
3. Regarding the overall leadership development strategies, the mean score value of
the respondents’ opinion about the implementation of leadership development
strategies to equip leaders in public sector organizations were 2.46. The questions
posed to respondents to react on variables of leadership development strategies
including leadership skill gaps assessed in a regular manner, offer continuous
leadership training program, developing human, conceptual and technical skills
and leadership follow – up (coaching) system were scored the mean value of 2.47,
2.43, 2.44 and 2.5 respectively. Hence, the leadership development strategies in
public sector organizations were poorly implemented.
5.2 Conclusions
The following conclusions were drawn from the findings of this research project.
 The highly practiced leadership style in Malo Koza Wereda was democratic
leadership style. Democratic leadership style practiced in the study area might be
important to boost the public sector organizations’ performance. Moderately
practice style in the study area was transactional. As transactional leadership style
does not have long lasting motivational effect, it could hinder the public sector
organizations’ performance and lowers followers moral in the study area.
Moreover, the finding revealed that transformational leadership style which has
long lasting motivational effect was less practiced in the study area. Thus, as it
was indicated in statement of the problem the performance of the public sector
organizations in the study area was low. This implies that the leadership practiced
in the study area was ineffective which is explained by the low satisfaction of the
customers.
 The findings disclosed that the public organizations in the study area were facing
problems of poor implementation of public reform programs, weak level of
leadership role, in - access to technological advancement and low customer
satisfaction. Therefore, these challenges faced by the organizations inhibit the
public sector organizations achievements.
 The study indicated that leadership development strategy implementation of Malo
Koza Wereda was very poor. This low leadership development strategy existed
because of low level of need assessment and provision of training, low level of
developing human, conceptual and technical skills and low leadership follow up
/coaching system in the study area.
5.3 Recommendations
The major findings of this research project were that the public sector organizations in the
study area were facing ineffective leadership practices, different leadership challenges
and low leadership development strategy implementation system. Therefore, on the basis
of the findings of the study and the conclusions made, the researcher forwarded the
following recommendations:
1 Leadership practices in the study area were ineffective as less of transformational

and more of transactional leadership styles were evident. Thus, it was concluded that
the public sector organizations were suffering from the problems of low performance
and customer satisfaction. To reverse the situation, management bodies of each
public sector organizations are required to implement proper leadership styles for the
respective situations. As the motivational effect of transformational leadership style
is long lasting, these leaders need to employ in their respective organizations. As all
situations in any organization do not fit high democratic leadership style because it
needs matured followers, these leaders need to employ contingency model.
2 The findings disclosed that leaders of the public sector organizations in the study area
were facing high challenges which imped the achievement of the objectives of the
organizations. Hence, leaders in the study area need to be aware of the identified
causes of the problems in the public sector organizations. They are required to involve
employees and customers in change initiative implementation programs, to offer short
term training in ICT application and to build strong organizational culture which is
conducive to every customers in public sector organizations.
3 As per to the findings, leadership development strategy implementation of public
sector organizations in the study area was poor. Therefore, the study area public
sector organization leaders need to implement leadership development strategies by
identifying the skill gaps through training need assessment. This will help to enhance
the effectiveness of leadership practice in the public sector organizations thereby
enabling new entrants develop basic leadership skills and promoting leadership skills
of the existing leaders. Besides, the respective zonal departments are expected to build

effective and consistent coach system to enhance the leadership effectiveness and the
organizations’ performance of the public sector organizations in the study area.
Finally, by implementing the above listed recommendation, the organization would be
able to focus on appropriate leadership styles, well organized solution to leadership
challenges and also it would be possible to have improvements in workplaces to help
leaders to become more effective in their activities.
5.4 Suggestions for Future Studies
In the following section the suggestions for future research are discussed.
The first one is data collection using descriptive survey research design was used to
gather response from leaders but this is limited to one point in time (cross-sectional).
Thus, future researchers could use longitudinal design (more than once a time) to check
leadership practices and challenges in public sector organizations. Secondly the research
was done which makes it indicative but not fully conclusive. Thus, future studies in this
area could be done in a broader & wider scope to include other Wereda public sector
organizations and increase conclusiveness of the findings. Thirdly, there is limitation with
regard to sample in which the target population contains only leaders for practical
considerations and further studies should include the perceptions of employees in
investigating leadership practices and challenges in public sector organizations.
Finally, future researchers can investigate additional leadership style practices in the
public sector organizations, new way of overcoming leadership challenges with additional
variables and factors that influence leadership development strategies.

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APPENDIXS
Appendix: 1 Standardized Questionnaire
ARBA MINCH UNIVERSITY COLLEGE OF BUSINESS AND ECONOMICS

SCHOOL OF GRADUATE STUDIES DEPARTMENT OF MANAGEMENT,
MASTER OF BUSINESS ADMINISTRATION PROGRAM
Questionnaire
Dear respondents, this questionnaire was designed to obtain reliable information on the
Leadership styles and Challenges in Public Sector organizations of your area. The
researcher came from Arba Minch University for fulfillment of master’s degree in
Business Administration (MBA).The information obtained was used only for academic
purposes and for the successfulness of the study; your response should have great
contributions. Therefore, you are kindly requested to give genuine information.
Thank you in advance for your cooperation!

INSTRUCTIONS: The questionnaires contain statements about leadership style
practices, challenges and leadership development strategy implementations. Give your
own opinion and feeling about each item.
Please mark (√) your response to each statement according to the following five-point
scale in terms of your own agreement and disagreement of the statement. For open ended
questions write your own opinion and feeling.
5= Strongly Agree, 4= Agree, 3= Neutral, 2= Disagree, 1= Strongly Disagree
If you choseany of the statements given in the questionnaire, you should mark (√) for
your choice.
Dear respondent if you have any inconvenience contact me by the following addresses.
Name: Marufa Mekuria
Phone No: +251938985131/0910834006, Email: marufamekuria@gmail.com
a) Demographic data of respondents

Direction: Please, encircle numbers with the appropriate answers.
1.1.Sex: 1. Male 2. Female

1.2. Age: 1. 20-29 2. 30-39 3. 40-49 4. 50 & Above
1.3. Position: 1. Office head 2. Vice office head 3. Work process coordinator 4.
Team leader
1.4. Educational status: 1. Certificate 2. Diploma 3. Ba/Bsc 4. Ma/Msc 5.
Others ----
1.5.Work Experiences: 1. 0-10 years 2. 11-20 years 3. 21-30 years 4. above 30
years
b) Leadership Style Questionnaires.
Note: SDA- Strongly disagree = 1, DA- Disagree = 2, N-Neutral = 3, A- Agree = 4 and
SA- Strongly agree = 5.
No. SDA DA N A SA
Variables 1 2 3 4 5
1 Employees are not likely to do their work because of

this close supervision is essential.
2 1. In my organization employees participate in

decision making process.
3 2. As a leader should let employees in dynamic

situations to solve problems on their own
way.
4 3. Really to say that in my opinion most of the

employees in organization are lazy.
5 4. Being as a good leader is showing direction

without any pressure.
6 Leadership requires making free of their subordinates

to do their work
7 Giving rewards to motivate employees or

punishments to achieve organizational objectives is
being taken as a rule for the organization.
8 5. In my sector employees want frequent and

supportive communication from their leaders.
6. As a leaders should allow subordinates to
9
assess their own work is taken as a rule for the
organization.
10 In my sector employees feel unconfident about their

work and need direction.
11 I help my employees/subordinates accept

responsibility to completing their work
12 7. In my sector I give for my

employees/subordinates complete
responsibility to solve problems on their own.
13 As a leader I am a chief judge of the achievements of

group members
14 8. It is my job to help subordinates find their

“desire.”

15 9. In most situations, employees prefer little
input from me.
10. As a leader effectively give orders and clarify
16
procedures is important.
11. People are basically competent and if a task is
17
given to them they do a good job.
18 12. In general, it is best to leave subordinates

alone.
19 13. When employees need compensation or

reward for their work accomplishment, as a
leader of the organization should inform the
activities they are doing.
20 Employees feel very happy working to me by looking

my acts.
21 As a leader provide recognition/rewards when others

rich their goals.
22 As a leader convey important feelings and worthy to

my followers
23 As a leader I don’t have any doubt about the work of

my employees.
24 I reveal & process continuous vision for the long

period of time.
25 14. The standards stated at the beginning of the

fiscal year were well achieved is the greatest
satisfaction for me.
15. As a leader I enable my employees innovative
26
enough as per before.
27 16. As a leader jobs are performing well in

organization when modifying anything is
inappropriate.
28 As a leader I give careful attention to working

conditions for my employees.

29 17. As a leader I want my employees to be free in
working their job.
18. As a leader I must enhance the thinking of my
30
employees to solve previous problems in a
suitable manner.
31 19. As a leader I encourage my employees by

enabling them to use their own real skills &
capacities in a practical way.
32 As a leader I give personal attention to my workers

when they are doing or rejected.
c) Leadership challenge dimension questions
No. SDA DA N A SA
Variables 1 2 3 4 5
1. Public reform program
implementation
2. Among change tools balance scored card
1
measurement implementation were
organized manner in organizations.
3. Periodical meetings and feedback
2
systems in organizations were going in
appropriately.
3 4. A pace of change in organizations
5. Challenge related with leadership role
1 6. Effectively influencing followers to

achieve the organizations goal
2 7. Effective communication of the

organizations activities.
3 8. Managerial role transposition
9. Challenges related with technology

applications

1 ICT using skill
ICT infrastructures development

2
Satisfying different stakeholders
1 Employees interest within organization
2 Customers & government interests outside the

organization
a. List more leadership challenges and rate each as having low, moderate or high
effect.
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b. What are the strategies to overcome leadership challenges?

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d) Leadership development strategy dimension
No. SDA DA N A SA
Variables 1 2 3 4 5
1 1. In my sector leadership skill gaps were

assessed for training in a regularly
organized manner.
2 2. Continuous leadership training

programs are provided in my sector to
enhance leaders’ skill & knowledge.
3 3. In my sector includes improving all

human, conceptual and technical skills
of the leader.

4 Follow-up and support/coach systems to improve
leaders’ skill are undertaken in my sector.
a. What are the strategies have you been using to improve leadership effectiveness in
your sector?
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b. What are the strategy implementation gaps of leadership skill development?
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c. Did you get leadership training program in your sector? A. Yes B. No.
d. If your response to Q7 is yes, how long you train it? (short, medium, long)
-----------------------------------------------------------------------------------
Appendix: 2
Interview Questions
Name ------------------------------------------------------ Position----------------------------------
1. What does leadership mean to you?
2. How do you influence your employees as a leader in the sector? And which
leadership style appropriate to your organization?
3. What are the leadership challenges in your sector?
4. How to resolve leadership challenges?
5. What are the strategies used to develop leadership in your sector?
6. What are the implementation gaps of developing leadership strategy?

አባሪዎች
አርባምንጭዩንቨርሲቲብዝነስናኢኮኖሚክስኮሌጅድህረ-
ምረቃትምህርትቤትማናጅምንትትምህርትክፍል
ብዝነስአድምንስተሬሽንሁለተኛድግሪፕሮግራም
አባሪ 1፡ መጠይቅ
በመንግስትሴክተርመ/ቤትአመራርየሚሞላመጠይቅ

ውድመላሾች፣ይህመጠይቅየተዘጋጀውበ“Leadership style Styles and Challenges in Public
Sectors
Organizations”በሚልርዕስከሴክተሮዎትክክለኛመረጃለማግኘትነው፡፡አጥኝውየመጣውከአርባ
ምንጭዩኒቨርሲቲሲሆንጥናቱወይምምርምሩበንግድአስተዳደር(Master’s Degree in
Business
Administration)ለሁለተኛድግሪሟሟያነው::የሚሰጠውመረጃለትምህርትዓላማናለዚህጥናት
ወይምምርምርስኬትብቻሲሆንየእርስዎምላሽከፍተኛአስተዋጽኦእንዳለታምኖበታል፡፡ስለዚህ
ትክክለኛመረጃበመስጠትትብብርዎእንዳይለየኝበአክብሮትእጠይቃለው::
ለተሳትፎውበቅድሚያአመሰግናለው!!
አቅጠጫ፡ ከዚህበታችለቀረቡትአቅጣጫዎች፤
ለግላዊመረጃቁጥሩንበመክበብእናለአመራርስልትጥያቄ፤
ለአመራርተግዳሮትጥያቄናለአመራርልማትጥያዌ(√)ምልክትበማስቀመጥእንደዚሁባዶቦታዎ
ችንበመሙላትእንድትመርጡይሁን፡፡
1=በጣምአልስማማም (በአል), 2 =አልስማማም (አል)፤ 3 = - አልወስንም (አልወ) = 4= -

እስማማለሁ (እስ)፤ 5 =በጣምእስማማለሁ (በእስ)
ግልጽላልሆኑመጥይቆችበሚከተለውአድራሻታገኙኛላችሁ
ሞባይልስልክ+251938985131/0910834006 ኢሜይልmarufamekuria@gmail.com
ሀ) ግላዊመረጃ
እባክዎ፣ቁጥሩንበመክበብምላሽዎንይስጡ
1.1. ፆታ፡1. ወንድ2. ሴት

1.2. ዕድሜ፡1. ከ20-29 2. ከ30-39 3. ከ40-49 4. 50 እናበላይ
1.3. ኃላፊነት፡1. የጽ/ቤትዋናኃላፊ2. የጽ/ቤትም/ኃላፊ3. የሥራሂደትአስተባባሪ4.
የቡድንመሪ
1.4. የትምህርትደረጃ፡1. ሴርትፍኬት2. ድፕሎማ3. ቢኤ/ቢኤስሲ
4. ኤምኤ/ኤምኤስሲ 5. ሌላ--------------------
1.5. የሥራልምድ፡1. ከ0-10 ዓመት2. ከ11-20 ዓመት3. ከ21-30 ዓመት
4. ከ30ዓመትበላይ
ለ) የአመራርስልትመጠይቅ፡ ይህንን(√) ምልክትበማስቀመጥይመረጡ፡፡

ማስታወሻ፤በአል- በጣምአልስማማም=1፣ አል - አልስማም= 2፣ አልወ - አልወስንም=
3፣ እስ - እስማማለሁ= 4፤ በእ - በጣምእስማማም= 5
ተ. በአ አ አ እ በ
ቁ ል ል ል ስ እ
1 2 ወ 4 ስ
3 5
1 በመ/ቤቴሠራተኞችየራሳቸውንሥራለመሥራትስለማይወዱጥ
ብቅክትትልአደርጋለሁ፡፡
2 እኔሠራተኞቼንየውሳኔሰጪአካልአደርጋለሁ፡፡
3 እንደመሪበአስቸጋሪሁኔታዎችሠራተኞችችግሮችንበራሳቸውእ
ንድያቃልሉአደርጋለው፡፡
4 አብዘኞቹሠራተኞችከአጠቃላይሠራተኞችሰነፍነውማለትይቻላ
ል፡፡
5 የጥሩመሪቁልፉሥራውያለምንምግፍትአቅጣጫማሳየትማለት
ነው፡፡
6 እንደአመራርሠራተኞቼበራሳቸውሥራዎችንእንድፈፅሙአደ
ርጋለሁ፡፡
7 ለተቋሙዓላማስኬትሠራተኞችንመደጎምወይምመቅጣትሊበረ
ታታየሚገባህግአድርጌወስዳለሁኝ፡፡
8 ብዙውንጊዜሠራተኛተደጋጋሚእናተደጋጋፊግኑኝነትከእነይፈ
ልጋሉ፡፡
9 እንደአሠራርየእኔሠራተኞቼየየራሳቸውንሥራበራሳቸውእንድ
መዝኑማድረግአለብኝ፡፡
1 አብዘኞቹሠራተኞችበሥራዎቻቸውደህንነቱያለመጠበቅስሜት
0 ስለሚሰማቸውአቅጣጫያስፈልጋቸዋል፡፡
1 አenedመሪሠራተኞችኃላፊነታቸውንተቀብሎሥራዎቻቸውን
1 እንድፈፅሙአደርጋለሁ፡፡

1 እንደመሪሠራተኞችችግሮችንበሙሉበራሳቸውእንድፈቱአደር
2 ጋለሁ፡፡
1 የጋራአባላትስኬትንእወስናለሁ፡፡
3
1 ሠራተኞችየራሳቸውንፍላጎቱን/ምኞቱንእንድያገኙእረዳለሁ፡፡
4
1 በብዙሁኔታዎችሠራተኞችከእነጥቅትግብዓትይፈልጋሉ፡፡
5
1 እንደመሪመመሪያመስጠትእናሂዴቶችንግልፅማድረግነው፡፡
6
1 በመሠረታዊነትሠዎችተወዳዳሪእናሥራብሰጣቸውጥሩአድርገ
7 ውይሰራሉ፡፡
1 በአጠቃላይሠራተኞችንብቻቸውንመተው (ነፃማድረግ)
8 የተሻለነው፡፡
1 ሠራተኞችለሥራቸውመደጎም(reward)
9 የሚፈልጉመሆናቸውንበማረጋገጥምንመሥራትእንዳለባቸው
እነግራቸዋለሁ፡፡
2 እኔከሌሎችጋርበመሥራቴሌሎችጥሩስሜትእንድኖራቸውማ
0 ድረግመቻልአለብኝ፡፡
2 እኔዕውቅናወይምድጎማማቅረብካለብኝሠራተኞችግቦችንስፈጽ
1 ሙመሆንአለበት፡፡
2 እነለራሴበጣምጠቃሚየሆኑእሴቶችንእናየሚያምነውንጉዳይለ
2 ሠራተኞችመናገርአለበት፡፡
2 ያሰብኩትንለማሳካትበግልጽኃላፊነቴንመግለጽአለብኝ፡፡
3
2 እነየሚያማልለውንየወደፍትራዕይእገልፃለሁ፡፡
4

2 የተስማማነውየግብስታንዳርድሲመታእረካለሁ፡፡
5
2 እነሌሎችበሥራቸውትርጉምእንድያገኙእረዳለሁ፡፡
6
2 ነገሮችእየሰሩሳሉእነየትኛውንምነገርለመለወጥመሞከርየለብኝ
7 ም፡፡
2 እነሠራተኞችበሥራላይየራሳቸውንትክክለኛውንክህሎትእናብ
8 ቃትተጠቅመውእንድሰሩአበረታታለሁ፡፡
2 እነሌሎችሥራዎቻቸውንአውቀውየሚፈፅሙበትንስታንዳርድ
9 እናገራለሁ፡፡
3 እነሳይፈታቆየውንችግርበአዳድስመንገዶችአስበውእንድፈቱሠ
0 ራተኞችንያበቃል፡፡
3 ሠራተኞቼየራሳቸውንክህሎትእናአቅምበተግባርእንድያጎለበቱ
1 አደርጋለሁ፡፡
3 በሥራላይላሉትምሆነለጊዜውከሥራውጪለሆኑሠራተኞቼከ
2 ፍተኛትኩረትእሰጣለሁ፡፡
ሐ) የአመራርተግዳሮቶች (Challenges) አቅጣጫዎች፣
ተ. በአ አ አል እ በእ
ቁ ል ል ወ ስ ስ
1 2 3 4 5
የመንግስትለውጥፕሮግራምአተገባበር
1 ሚዛናዊውጤትተኮር (BSC)
በአግባቡያለምንምችግርእየተተገበረይገኛል፡፡
2 በመ/ቤታችንወቅታዊስብሰባዎችንናግብረ-
መልስሥራዓትወቅታዊነትንጠብቆይካሄዳል፡፡
3 የለውጥፍጥነቱየመ/ቤታችንሥራአያስተጓግልም፡፡

ከአመራሪነትሚናጋርየተገናኙተግዳሮቶች
1 የተቋሙንግብለማሳካትባለሙያዎችንበአግባቡመራለሁ፡፡
2 የመ/ቤቱተግባርአፈጻጸምላይውጤታማበሆነመንገድመግ
ባባትይፈጠራል፡፡
3 በመ/ቤቱየኃላፊነትመቀያየር
የቴክኖሎጂቴግዳሮት
1 ቴክኖሎጂንበክህሎትመጠቀም::
2 የቴክኖሎጂመሠረተ-ልማትተሟልቷል፡፡
ባለድርሻአካላትንማርካት
1 የመ/ቤቱንባለሙያንፍላጎትማርካት፡:
2 የውጪደንበኞችንናየመንግስትንፍላጎትማርካት፡፡
1) የአመራርተግዳሮቶችንበመዘርዘር (ዝቅተኛ፤ መካከለኛናከፍተኛ) ያስቀምጡ
-------------------------------------------------------------------------------------------------
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2) የአመራርተግዳሮቶችንለመፍታትምንእየተደረገነው?
----------------------------------------------------------------------------------------------------------
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መ) የአመራርልማትአቅጣጫ
ተ. መጠይቆች በአ አ አል እ በእ
ቁ ል ል ወ ስ ስ
1 2 3 4 5
1 በመ/ቤታችንየአሠራርናየክህሎትክፍተትእየተገመገመለ
ሥልጠናያዘጋጃል፡፡

2 በመ/ቤታችንተከታታይነትያለየአመራርሥልጠናይሠጣል
፡፡
3 በመ/ቤታችንየአመራሩንየተግባቦት፤
የቴክኒክናየማገናዘብክህሎትተሻሽለዋል፡፡
4 የድጋፍ፤ የክትትልናየግብረ-መልስሥራበወቅቱይሰራል፡፡
1) የአመራርውጤታማነትንለማሻሻልበመ/ቤቱምንዓይነትስልትተግባራዊእየተደ
ረገነው?
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2) አመራሪነትንየሚያጠናከሩሥልጠናዎችንወስደዋሉ?
ሀ. አውወስጃለሁለ. አይአልወሰድኩም
3) በተራቁጥር 6
ላይመልስዎአውከሆነምንዓይነትየአመራርሥልጠናወሰደዋሉ? (ረጅም፤
አጭር፤ መካከለኛ)
አባሪ 2 ቃለ - መጠየቅ
ስም ------------------------------------------------------ ኃላፊነት-----------------------------------
1. አመራርማለትምንማለትነው? በአጭሩብያብራሩ
2. በመ/ቤትዎእንደትእየመሩእንዳሉናየተኛውንየአመራርዜይቤንአንደሚከተሉበአጭ
ሩብገልፁልኝ?
3. በጽ/ቤትዎየአመራርተግዳሮቶችምንምንናቸው?
4. የአመራርተግዳሮቶችንእንዴትመቅረፍይቻላል?
5. ምንዓይነትየአመራርልማትስልትተግባራዊእየተደረገነው?
6. የአመራርልማትተፈፃምነትላይምንዓይነትክፍተትአለ?
Appendix: 3
a) Comparison of leadership styles between males and females (mean and

significant)

Group Statistics
Sex of N Mean Std. Std. Error
respondents Deviation Mean
Democratic Leadership Male 116 4.1365 .78961 .07331
style Female 19 4.4737 .49772 .11418
Autocratic Leadership Male 116 2.6078 .89531 .08313
Style Female 19 2.3947 .85925 .19712
Laissez-faire Male 116 1.9095 .64133 .05955
Leadership Style Female 19 1.9825 .70688 .16217
Transactional Male 116 2.9368 .44540 .04135
Leadership Style Female 19 2.8684 .45331 .10400
Transformational Male 116 2.2015 .53232 .04942
Leadership Styles Female 19 2.2961 .54679 .12544
Independent Samples Test

Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t df Sig. Mea Std. 95%
(2- n Erro Confidence
taile Diff r Interval of the
d) eren Diff Difference
ce eren Lowe Upper
ce r
Equal - -
.13 .187
variances 2.232 -1.800 133 .074 .337 .7076 .03325
Democrati 8 28
assumed 19 3
c
Equal
Leadership - -
variances 34.9 .135
style -2.485 .018 .337 .6126 -.06171
not 69 69
19 7
assumed
Equal -
.23 .213 .220
variances 1.410 .967 133 .336 .2229 .64895
7 02 39
Autocratic assumed 1
Leadership Equal
-
Style variances 24.8 .213 .213
.996 .329 .2277 .65377
not 48 02 94
2
assumed

Equal - -
.60 .161
variances .273 -.453 133 .651 .072 .3914 .24551
Laissez- 2 01
assumed 97 5
faire
Equal
Leadership - -
variances 23.1 .172
Style -.422 .677 .072 .4302 .28430
not 15 76
97 5
assumed
Equal -
.81 .068 .110
variances .056 .619 133 .537 .1502 .28693
Transactio 4 36 50
assumed 1
nal
Equal
Leadership -
variances 24.0 .068 .111
Style .611 .547 .1626 .29932
not 49 36 92
0
assumed
Equal - -
.55 .132
variances .351 -.715 133 .476 .094 .3561 .16701
Transform 4 23
assumed 54 0
ational
Equal
Leadership - -
variances 23.9 .134
Styles -.701 .490 .094 .3728 .18377
not 32 83
54 6
assumed
b) Analysis of variance of leadership styles based on educational level of

respondents
Descriptives
N Mean Std. Std. 95% Confidence Minim Maxim
Dev. Error Interval for Mean um um
Lower Upper
Bound Bound
Certifi
6 2.0556 .13608 .05556 1.9127 2.1984 2.00 2.33
cate
Diplo
45 2.4852 .81945 .12216 2.2390 2.7314 2.00 4.83
Autocratic ma
Leadership BA/B
81 2.6893 .95225 .10581 2.4787 2.8999 2.00 5.00
Style SC
MA/
3 2.0000 .00000 .00000 2.0000 2.0000 2.00 2.00
MSC
Total 135 2.5778 .89029 .07662 2.4262 2.7293 2.00 5.00
Certifi 1.2412
6 3.1111 .50674 1.8085 4.4137 2.00 4.67
Democratic cate 7
Leadership style Diplo
45 4.2185 .68241 .10173 4.0135 4.4235 2.00 5.00
ma

BA/B
81 4.2263 .71894 .07988 4.0674 4.3853 1.83 5.00
SC
MA/
3 4.6667 .57735 .33333 3.2324 6.1009 4.00 5.00
MSC
Total 135 4.1840 .76302 .06567 4.0541 4.3138 1.83 5.00
Certifi
6 1.0833 .20412 .08333 .8691 1.2975 1.00 1.50
cate
Diplo
45 1.9259 .75758 .11293 1.6983 2.1535 1.00 4.00
Laissez-faire ma
Leadership BA/B
81 1.9774 .54119 .06013 1.8577 2.0970 1.00 3.50
Style SC
MA/ 1.2285
3 1.9444 .70929 -1.1074 4.9963 1.00 3.33
MSC 2
Total 135 1.9198 .64865 .05583 1.8093 2.0302 1.00 4.00
Certifi
6 2.9722 .22153 .09044 2.7397 3.2047 2.67 3.33
cate
Diplo
45 2.9037 .41967 .06256 2.7776 3.0298 2.00 3.83
Transactional ma
Leadership BA/B
81 2.9424 .47955 .05328 2.8363 3.0484 2.00 4.33
Style SC
MA/
3 2.7778 .19245 .11111 2.2997 3.2559 2.67 3.00
MSC
Total 135 2.9272 .44545 .03834 2.8513 3.0030 2.00 4.33
Certifi
6 2.0417 .30277 .12360 1.7239 2.3594 1.75 2.63
cate
Diplo
45 2.2361 .52170 .07777 2.0794 2.3928 1.25 3.50
Transformationa ma
l Leadership BA/B
81 2.2238 .56275 .06253 2.0993 2.3482 1.50 4.00
Styles SC
MA/
3 2.0000 .00000 .00000 2.0000 2.0000 2.00 2.00
MSC
Total 135 2.2148 .53332 .04590 2.1240 2.3056 1.25 4.00
Post hoc test
Multiple Comparisons
Tukey HSD
Variables (I) (J) Mean Std. Sig. 95% Confidence
Educational Educationa Differenc Error Interval
Status l Status e (I-J) Lower Upper
Bound Bound
Diploma -.42963 .38384 .678 -1.4285 .5692
Certificate BA/BSC -.63374 .37367 .330 -1.6062 .3387
Autocratic
MA/MSC .05556 .62450 1.000 -1.5696 1.6807
Leadershi
Certificate .42963 .38384 .678 -.5692 1.4285
p Style
Diploma BA/BSC -.20412 .16420 .601 -.6314 .2232
MA/MSC .48519 .52662 .794 -.8853 1.8556

Certificate .63374 .37367 .330 -.3387 1.6062
BA/BSC Diploma .20412 .16420 .601 -.2232 .6314
MA/MSC .68930 .51926 .547 -.6620 2.0406
Certificate -.05556 .62450 1.000 -1.6807 1.5696
MA/MSC Diploma -.48519 .52662 .794 -1.8556 .8853
BA/BSC -.68930 .51926 .547 -2.0406 .6620
Diploma -1.10741* .31818 .004 -1.9354 -.2794
Certificate BA/BSC -1.11523* .30975 .003 -1.9213 -.3092
*
MA/MSC -1.55556 .51767 .017 -2.9027 -.2084
Certificate 1.10741* .31818 .004 .2794 1.9354
Democrati Diploma BA/BSC -.00782 .13611 1.000 -.3620 .3464

c MA/MSC -.44815 .43654 .734 -1.5842 .6879
Leadershi Certificate 1.11523* .30975 .003 .3092 1.9213
p style BA/BSC Diploma .00782 .13611 1.000 -.3464 .3620
MA/MSC -.44033 .43043 .736 -1.5604 .6798
*
Certificate 1.55556 .51767 .017 .2084 2.9027
MA/MSC Diploma .44815 .43654 .734 -.6879 1.5842
BA/BSC .44033 .43043 .736 -.6798 1.5604
*
Diploma -.84259 .27359 .013 -1.5546 -.1306
Certificate BA/BSC -.89403* .26634 .006 -1.5871 -.2009
MA/MSC -.86111 .44512 .219 -2.0195 .2972
*
Certificate .84259 .27359 .013 .1306 1.5546
Laissez- Diploma BA/BSC -.05144 .11704 .972 -.3560 .2531

faire MA/MSC -.01852 .37536 1.000 -.9953 .9583
Leadershi Certificate .89403* .26634 .006 .2009 1.5871
p Style BA/BSC Diploma .05144 .11704 .972 -.2531 .3560
MA/MSC .03292 .37011 1.000 -.9302 .9961
Certificate .86111 .44512 .219 -.2972 2.0195
MA/MSC Diploma .01852 .37536 1.000 -.9583 .9953
BA/BSC -.03292 .37011 1.000 -.9961 .9302
Diploma .06852 .19535 .985 -.4398 .5769
BA/BSC .02984 .19018 .999 -.4651 .5247
Transactio Certificate
nal MA/MSC .19444 .31783 .928 -.6327 1.0215
Leadershi Certificate -.06852 .19535 .985 -.5769 .4398
p Style Diploma BA/BSC -.03868 .08357 .967 -.2562 .1788
MA/MSC .12593 .26802 .966 -.5715 .8234

Certificate -.02984 .19018 .999 -.5247 .4651
BA/BSC Diploma .03868 .08357 .967 -.1788 .2562
MA/MSC .16461 .26427 .925 -.5231 .8523
Certificate -.19444 .31783 .928 -1.0215 .6327
MA/MSC Diploma -.12593 .26802 .966 -.8234 .5715
BA/BSC -.16461 .26427 .925 -.8523 .5231
Diploma -.19444 .23336 .839 -.8017 .4128
Certificate BA/BSC -.18210 .22718 .854 -.7733 .4091
MA/MSC .04167 .37968 1.000 -.9464 1.0297
Certificate .19444 .23336 .839 -.4128 .8017
Transform Diploma BA/BSC .01235 .09983 .999 -.2474 .2721
ational MA/MSC .23611 .32017 .882 -.5971 1.0693
Leadershi Certificate .18210 .22718 .854 -.4091 .7733
p Styles
BA/BSC Diploma -.01235 .09983 .999 -.2721 .2474
MA/MSC .22377 .31570 .893 -.5978 1.0453
Certificate -.04167 .37968 1.000 -1.0297 .9464
MA/MSC Diploma -.23611 .32017 .882 -1.0693 .5971
BA/BSC -.22377 .31570 .893 -1.0453 .5978
*. The mean difference is significant at the 0.05 level.
c) Analysis of variance of leadership styles based on age of respondents

Descriptives
N Mean Std. Std. 95% Confidence Mini Max Betwee
Deviati Error Interval for mu imu n-
on Mean m m Compo
Lower Upper nent
Bound Bound Varian
ce
20-29 44 4.2159 .69567 .10488 4.0044 4.4274 2.00 5.00
30-39 68 4.1789 .74386 .09021 3.9989 4.3590 2.00 5.00
Democrati 40-49 23 4.1377 .95433 .19899 3.7250 4.5504 1.83 5.00
c
Total 135 4.1840 .76302 .06567 4.0541 4.3138 1.83 5.00
Leadership
style
Fixed
Model .76831 .06613 4.0531 4.3148
Effect
s

Rando
m
.06613a 3.8994a 4.4685a -.01315
Effect
s
20-29 44 2.6061 .93184 .14048 2.3228 2.8894 2.00 5.00
30-39 68 2.6078 .89950 .10908 2.3901 2.8256 2.00 5.00
40-49 23 2.4348 .80047 .16691 2.0886 2.7809 2.00 5.00
Total 135 2.5778 .89029 .07662 2.4262 2.7293 2.00 5.00
Autocratic Fixed
Leadershi Effect .89461 .07700 2.4255 2.7301
p Style s
Model Rando
m
.07700a 2.2465a 2.9091a -.01253
Effect
s
20-29 44 2.0114 .75174 .11333 1.7828 2.2399 1.00 4.00
30-39 68 1.9142 .60230 .07304 1.7684 2.0600 1.00 4.00
40-49 23 1.7609 .55693 .11613 1.5200 2.0017 1.00 3.00
Laissez- Total 135 1.9198 .64865 .05583 1.8093 2.0302 1.00 4.00
faire Fixed
Leadershi Effect .64801 .05577 1.8094 2.0301
p Style s
Model Rando
m
.06033 1.6602 2.1793 .00136
Effect
s
Post hoc test

Tukey HSD
Dependent (I) Age of (J) Age of Mean Std. Sig. 95% Confidence
Variable respondents respondent Differen Error Interval
s ce (I-J) Lower Upper
Bound Bound
30-39 -.00178 .17309 1.000 -.4121 .4085
20-29
Autocratic 40-49 .17128 .23019 .738 -.3744 .7169
Leadership 20-29 .00178 .17309 1.000 -.4085 .4121
30-39
Style 40-49 .17306 .21579 .702 -.3385 .6846
40-49 20-29 -.17128 .23019 .738 -.7169 .3744

30-39 -.17306 .21579 .702 -.6846 .3385
30-39 .03699 .14865 .966 -.3154 .3894
20-29
40-49 .07823 .19769 .917 -.3904 .5468
Democratic
20-29 -.03699 .14865 .966 -.3894 .3154
Leadership 30-39
40-49 .04124 .18533 .973 -.3981 .4805
style
20-29 -.07823 .19769 .917 -.5468 .3904
40-49
30-39 -.04124 .18533 .973 -.4805 .3981
30-39 .09715 .12537 .719 -.2000 .3943
20-29
40-49 .25049 .16674 .293 -.1447 .6457
Laissez-faire
20-29 -.09715 .12537 .719 -.3943 .2000
Leadership 30-39
40-49 .15335 .15631 .590 -.2172 .5239
Style
20-29 -.25049 .16674 .293 -.6457 .1447
40-49
30-39 -.15335 .15631 .590 -.5239 .2172
30-39 .01381 .08557 .986 -.1890 .2166
20-29
40-49 .20883 .11379 .162 -.0609 .4786
Transactiona
20-29 -.01381 .08557 .986 -.2166 .1890
l Leadership 30-39
40-49 .19501 .10668 .164 -.0579 .4479
Style
20-29 -.20883 .11379 .162 -.4786 .0609
40-49
30-39 -.19501 .10668 .164 -.4479 .0579
30-39 -.06451 .10255 .804 -.3076 .1786
20-29
40-49 .18046 .13638 .385 -.1428 .5037
Transformati
onal 20-29 .06451 .10255 .804 -.1786 .3076
30-39
Leadership 40-49 .24496 .12785 .138 -.0581 .5480
Styles 20-29 -.18046 .13638 .385 -.5037 .1428
40-49
30-39 -.24496 .12785 .138 -.5480 .0581
d) Analysis of variance of leadership style based on position level of respondents

Descriptives
N Me Std. Std. 95% Min Max Betwe
an Devia Err Confidence imu imu en-
tion or Interval for m m Comp
Mean onent
Lower Upper Varia
Bound Bound nce
4.3 .5552 .088 4.123 4.483
Democratic Office Heads 39 3.00 5.00
034 4 91 4 4
Leadership
Work Process 4.1 .7843 .095 3.967 4.346
style 68 2.00 5.00
Coordinators 569 2 11 0 7

4.0 .9466 .178 3.716 4.450
Team Leaders 28 1.83 5.00
833 2 89 3 4
4.1 .7630 .065 4.054 4.313
Total 135 1.83 5.00
840 2 67 1 8
Fixed .7643 .065 4.053 4.314
Effects 8 79 8 1
Mod
Rando -
el .065 3.900 4.467
m .0033
79a 9a 0a
Effects 3
2.9 .9457 .151 2.603 3.216
Office Heads 39 2.00 5.00
103 9 45 7 8
Work Process 2.4 .8657 .104 2.261 2.680
68 2.00 5.00
2.3 .7639 .144 2.078 2.671
Team Leaders 28 2.00 5.00
Autocratic 750 3 37 8 2
Leadership 2.5 .8902 .076 2.426 2.729
Total 135 2.00 5.00
Style 778 9 62 2 3
Fixed .8702 .074 2.429 2.725
Effects 5 90 6 9
Mod
Rando
el .164 1.869 3.286 .0565
m
61 5 1 2
Effects
2.1 .6123 .098 1.929 2.326
Office Heads 39 1.00 3.33
282 3 05 7 7
Work Process 1.7 .5517 .066 1.633 1.900
68 1.00 4.00
2.0 .8227 .155 1.681 2.319
Laissez- Team Leaders 28 1.00 4.00
000 7 49 0 0
faire
1.9 .6486 .055 1.809 2.030
Leadership Total 135 1.00 4.00
198 5 83 3 2
Style
Fixed .6331 .054 1.812 2.027
Effects 9 50 0 6
Mod
Rando
el .122 1.392 2.447 .0317
m
64 1 4 5
Effects
Post hoc tests

Tukey HSD

Dependent (I) Positions (J) Positions Mean Std. Sig. 95% Confidence
Variable of of Difference Error Interval
respondents respondents (I-J) Lower Upper
Bound Bound
WPC .43967* .17480 .035 .0253 .8540
Office Heads
TL .53526* .21556 .038 .0243 1.0462
Autocratic Work Process OH -.43967* .17480 .035 -.8540 -.0253
Leadership Coordinators TL .09559 .19541 .877 -.3676 .5588
Style -
OH -.53526* .21556 .038 -.0243
Team Leaders 1.0462
WPC -.09559 .19541 .877 -.5588 .3676
WPC .14656 .15354 .607 -.2174 .5105
Office Heads
TL .22009 .18934 .478 -.2287 .6689
Democratic
Work Process OH -.14656 .15354 .607 -.5105 .2174
Leadership
Coordinators TL .07353 .17164 .904 -.3333 .4804
style
OH -.22009 .18934 .478 -.6689 .2287
Team Leaders
WPC -.07353 .17164 .904 -.4804 .3333
WPC .36105* .12719 .014 .0596 .6625
Office Heads
Laissez- TL .12821 .15684 .693 -.2436 .5000
faire Work Process OL -.36105* .12719 .014 -.6625 -.0596
Leadership Coordinators TL -.23284 .14218 .234 -.5699 .1042
Style OH -.12821 .15684 .693 -.5000 .2436
Team Leaders
WPC .23284 .14218 .234 -.1042 .5699
WPC .02960 .09011 .942 -.1840 .2432
Office Heads
Transaction TL .03205 .11112 .955 -.2313 .2954
al Work Process OH -.02960 .09011 .942 -.2432 .1840
Leadership Coordinators TL .00245 .10073 1.000 -.2363 .2412
Style OH -.03205 .11112 .955 -.2954 .2313
Team Leaders
WPC -.00245 .10073 1.000 -.2412 .2363
WPC .65884* .09029 .000 .4448 .8729
Office Heads
Transforma TL .59398* .11135 .000 .3300 .8579
tional Work Process OH -.65884* .09029 .000 -.8729 -.4448
Leadership Coordinators TL -.06486 .10094 .797 -.3041 .1744
Styles OH -.59398* .11135 .000 -.8579 -.3300
Team Leaders
WPC .06486 .10094 .797 -.1744 .3041
Appendix: 4
a) Comparison of leadership challenges between males and females

Group Statistics

Male 116 2.3190 .79097 .07344

Leadership
Challenges
Female 19 2.0658 .49189 .11285
Levene's t-test for Equality of Means

Test for
Equality
of
Variances
F Sig t df Sig Me Std. 95%
. . an Error Confidence
(2- Diff Differen Interval of the
tail eren ce Difference
ed) ce Lower Uppe
r
Equal
5.79 .01 1.3 13 .17 .253 .623
variances .18746 -.11761
Leadersh 0 7 51 3 9 18 96
assumed
ip
Equal
Challeng 35
variances 1.8 .06 .253 .526
es .4 .13464 -.02003
not 80 8 18 38
79
assumed
b) Analysis of variance of leadership challenges based on position of
respondents
Descriptives
N Mea Std. Std. 95% Mini Max Betwe
n Deviat Erro Confidencemu imu en-
ion r Interval for
m m Comp
position Mean onent
Lower Upper Varian
Bound Bound ce
2.12 .098
Office Heads 39 .61738 1.9281 2.3283 1.00 4.00
82 86
Work Process 2.45 .103
68 .85294 2.2494 2.6623 1.25 4.00
Coordinators 59 43

2.08 .115
Team Leaders 28 .60878 1.8443 2.3164 1.25 4.00
04 05
2.28 .065
Total 135 .75976 2.1540 2.4127 1.00 4.00
33 39
Fixed .064
.74485 2.1565 2.4101
Effects 11
Mode
Rando
l .133
m 1.7097 2.8569 .03594
32
Effects
Post hoc test

Dependent Variable: Leadership Challenges
Tukey HSD
(I) Positions of (J) Positions of Mean Std. Sig. 95% Confidence
respondents respondents Difference Error Interval
(I-J) Lower Upper
Bound Bound
Work Process
-.32768 .14961 .077 -.6823 .0270
Office Heads Coordinators
Team Leaders .04785 .18450 .964 -.3895 .4852
Work Process Office Heads .32768 .14961 .077 -.0270 .6823
Coordinators Team Leaders .37553 .16725 .067 -.0209 .7720
Office Heads -.04785 .18450 .964 -.4852 .3895
Team Leaders Work Process
-.37553 .16725 .067 -.7720 .0209
Coordinators
c) Analysis of variance of leadership challenges based on work experience

Descriptives
N Mea Std. Std. 95% Confidence Mini Maxi Betwee
n Deviati Erro Interval for mum mum n-
on r Mean Compo
Lower Upper nent
Bound Bound Varian
ce
2.16 .069
0-10 94 .67540 2.0292 2.3059 1.00 4.00
76 66
2.38 .143
11-20 33 .82228 2.0948 2.6779 1.75 4.00
64 14
3.21 .289
21-30 8 .81763 2.5352 3.9023 2.00 4.00
88 08

2.28 .065
Total 135 .75976 2.1540 2.4127 1.00 4.00
33 39
Fixed .062
M .72163 2.1605 2.4062
Effects 11
od
Random .268
el 1.1300 3.4367 .12407
Effects 06
Post hoc test

Dependent Variable: Leadership Challenges
Tukey HSD
(I) Work (J) Work Mean Difference Std. Sig. 95% Confidence
experience experience (I-J) Error Interval
Lower Upper
Bound Bound
11-20 -.21881 .14601 .295 -.5649 .1273
0-10 *
21-30 -1.05120 .26577 .000 -1.6812 -.4212
0-10 .21881 .14601 .295 -.1273 .5649
11-20
21-30 -.83239* .28438 .011 -1.5065 -.1583
0-10 1.05120* .26577 .000 .4212 1.6812
21-30
11-20 .83239* .28438 .011 .1583 1.5065
Appendix: 5
a) Comparison of leadership development strategy implementation b/n males
& females
Group Statistics

Male 116 2.4828 .91112 .08460

Leadership
Development
Female 19 2.3026 .90745 .20818
Independent sample t-test

Levene's Test t-test for Equality of Means
for Equality
of Variances

F Sig. t df Sig. Mean Std. 95%
(2- Differ Error Confidence
tailed ence Differ Interval of the
) ence Difference
Lower Upper
Equal -
.79 .1801 .2253 .6259
variances .569 .452 133 .426 .2656
9 3 7 0
Leadership assumed 5
Developme Equal
-
nt variances .80 24. .1801 .2247 .6435
.431 .2833
not 2 331 3 1 8
3
assumed
b) Analysis of variance of leadership development based on educational level

of respondents
Descriptives
N Mea Std. Std. 95% Confidence Mini Maxi Betwee
n Deviati Error Interval for Mean mum mum n-
on Lower Upper Compo
Bound Bound nent
Varianc
e
1.50 .2236
Certificate 6 .54772 .9252 2.0748 1.00 2.00
00 1
2.10 .1034
Diploma 45 .69390 1.8971 2.3140 1.00 4.00
56 4
2.66 .1012
BA/BSC 81 .91087 2.4653 2.8681 1.25 4.00
67 1
4.00 .0000
MA/MSC 3 .00000 4.0000 4.0000 4.00 4.00
00 0
2.45 .0782
Total 135 .90939 2.3026 2.6122 1.00 4.00
74 7
Fixed .0709
.82453 2.3170 2.5978
Mo Effects 6
del Random .3693
1.2819 3.6329 .27744
Effects 6
Post hoc test

Dependent Variable: Leadership Development
Tukey HSD

(I) (J) Educational Mean Difference Std. Sig. 95% Confidence
Educational Status (I-J) Error Interval
Status Lower Upper
Bound Bound
Diploma -.60556 .35835 .333 -1.5381 .3270
*
Certificate BA/BSC -1.16667 .34886 .006 -2.0745 -.2588
*
MA/MSC -2.50000 .58303 .000 -4.0172 -.9828
Certificate .60556 .35835 .333 -.3270 1.5381
Diploma BA/BSC -.56111* .15330 .002 -.9600 -.1622
MA/MSC -1.89444* .49166 .001 -3.1739 -.6150
Certificate 1.16667* .34886 .006 .2588 2.0745
BA/BSC Diploma .56111* .15330 .002 .1622 .9600
MA/MSC -1.33333* .48478 .034 -2.5949 -.0718
Certificate 2.50000* .58303 .000 .9828 4.0172
MA/MSC Diploma 1.89444* .49166 .001 .6150 3.1739
*
BA/BSC 1.33333 .48478 .034 .0718 2.5949
c) Analysis of variance of leadership development based on position

Descriptives
N Mea Std. Std. 95% Mini Maxi Betwee
n Deviati Error Confidence mum mum n-
on Interval for Compo
Mean nent
Lowe Upper Varianc
r Bound e
Boun
d
3.12 2.813
Office Heades 39 .95089 .15226 3.4300 1.25 4.00
18 6
Work Prcess 2.25 2.077
68 .74183 .08996 2.4369 1.00 4.00
Coordinators 74 8
2.01 1.736
Team Leaders 28 .72626 .13725 2.2995 1.00 4.00
79 2
2.45 2.302
Total 135 .90939 .07827 2.6122 1.00 4.00
74 6
Fixed 2.320
.80468 .06926 2.5944
Effects 4
Model
Random 1.004
.33776 3.9106 .28744
Effects 2

Post hoc test
Tukey HSD
(I) Positions of (J) Positions of Mean Std. Error Sig. 95% Confidence
respondents respondents Difference Interval
(I-J) Lower Upper
Bound Bound
Work Process
.86444* .16163 .000 .4813 1.2476
Office Heads Coordinators
Team Leaders 1.10394* .19932 .000 .6315 1.5764
Work Process Office Heads -.86444* .16163 .000 -1.2476 -.4813
Coordinators Team Leaders .23950 .18069 .384 -.1888 .6678
Office Heads -1.10394* .19932 .000 -1.5764 -.6315
Team Leaders Work Process
-.23950 .18069 .384 -.6678 .1888
Coordinators
d) Variance analysis of leadership development based on work experience

Descriptives
N Mea Std. Std. 95% Confidence Mini Maxi Between

n Deviati Error Interval for Mean mum mum -
on Lower Upper Compon
Bound Bound ent
Variance
2.396 .0875
0-10 94 .84831 2.2225 2.5700 1.00 4.00
3 0
2.515 .1733
11-20 33 .99597 2.1620 2.8683 1.00 4.00
2 8
2.937 .4192
21-30 8 1.18585 1.9461 3.9289 1.00 4.00
5 6
2.457 .0782
Total 135 .90939 2.3026 2.6122 1.00 4.00
4 7
Fixed .0780
.90668 2.3030 2.6118
Mo Effects 3
del Random .1096
1.9855 2.9293 .01084
Effects 8

Post hoc test
Tukey HSD
(I) Work (J) Work Mean Std. Sig. 95% Confidence
experience experience Difference Error Interval
(I-J) Lower Upper
Bound Bound
11-20 -.11887 .18346 .794 -.5537 .3160
0-10
21-30 -.54122 .33392 .240 -1.3328 .2503
0-10 .11887 .18346 .794 -.3160 .5537
11-20
21-30 -.42235 .35731 .466 -1.2693 .4246
0-10 .54122 .33392 .240 -.2503 1.3328
21-30
11-20 .42235 .35731 .466 -.4246 1.2693

Leadership Styles and Challenges in Ethiopian Public Sector Organizations

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Leadership Styles and Challenges in Ethiopian Public Sector Organizations

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ASSESSMENT OF LEADERSHIP STYLES AND CHALLENGES IN

THE PUBLIC SECTOR ORGANIZATIONS IN GAMO GOFA ZONE

A RESEARCH PROJECT SUBMITTED TO ARBA MINCH

A RESEARCH PROJECT SUBMITTED TO ARBA MINCH UNIVERSITY

BY: MARUFA MEKURIA MELKO

ADVISER: AFEWORK GETACHEW (PHD)

Declared By: Marufa Mekuria Melko

Assessment of Leadership Styles and Challenges Page i

Advisor: Afework Getachew (PhD)

Assessment of Leadership Styles and Challenges Page ii

ORGANIZATIONS IN GAMO GOFA ZONE MALO KOZA WEREDA”and submitted in

Signed by the Examining Committee:

External examiner: Dr. TeklegiorgisAssefa (Ass. Prof.)

Signature ___________ Date 03-11-2017

Internal examiner: GemechNemera (PhD)

Signature _______________ Date 03-11-2017

Advisor: Afework Getachew (PhD)

Signature _______________ Date 03-11-2017

Chairperson: Mr. Getahun K.

Signature ---------------------- Date 03-11-2017

Assessment of Leadership Styles and Challenges Page iii

I am grateful to Commander Mesele Mersha, MuluBadada, TagayAchula, TegegnTerefe,

Thank You All!!

Assessment of Leadership Styles and Challenges Page iv

ICT – Information Communication Technology

LPC - Leadership Practice and Challenge

MLQ – Multi-factor Leadership Questionnaires

MKWA – Malo Koza Wereda Administration

MWFED - Malo Koza Wereda Finance and Economic Development Office

MKWARD - Malo Koza Wereda Agriculture and Rural Development Office

NPR – New Public Reform

PSO – Public Sector Organizations

PHRB – Public service & Human Resource Bureau

SNNPRS - South Nation Nationalities and People Regional State

SPSS - Statistical Package for Social Science

UNDP – United Nation Development Program

WPC – Work Process Coordinators

Assessment of Leadership Styles and Challenges Page v

Table of Contents ...................................................................................................................... vi

List of Tables .......................................................................................................................... viii

List of Figures ........................................................................................................................... ix

CHAPTER ONE - INTRODUCTION .........................................................................................1

1.1 Background of the Study .............................................................................................. 1

1.1. Statement of the Problem ............................................................................................. 3

1.1.1. Research Questions .......................................................................................... 6

1.3. Significance of the Study ............................................................................................. 6

1.4. Delimitation of the Study ............................................................................................. 7

1.5. Limitation of the Study ................................................................................................ 7

1.6. Organization of the Study ............................................................................................ 8

1.7. Definition of Concepts and Terms ................................................................................ 8

CHAPTER TWO - LITERATURE REVIEW .............................................................................9

2.1 Concepts of Leadership ................................................................................................ 9

2.1 Leadership versus Management ..................................................................................10

2.2 Leadership Theories ....................................................................................................11

2.3 Leadership Practices ...................................................................................................14

2.4 Challenges of Leadership ............................................................................................21

2.5 Leadership Development Strategies ............................................................................23

2.6 Leadership Effectiveness in Organizations ..................................................................25

Assessment of Leadership Styles and Challenges Page vi

CHAPTER THREE - RESEARCH DESIGN AND METHODS ............................................... 29

3.1 The Study Area Description ........................................................................................29

3.2 Research Design and Approach ...................................................................................31

3.3 Data Sources ...............................................................................................................31