PRINCIPALS' LEADERSHIP STYLES AND SCHOOLS' READINESS FOR ORGANIZATIONAL CHANGE IN PRIMARY SCHOOLS OF ADDIS KETEMA SUB CITY OF ADDIS ABABA

This study examined the relationship between principals’ leadership styles and schools’ organizational readiness for change in government primary schools of Addis Ketema Sub City, Addis Ababa. A quantitative correlational design employed. Data were collected from 215 teachers (95.98% response rate) selected from a sample of 224 using structured questionnaires adapted from the MLQ and Organizational Readiness for Change scales. The MLQ adapted from established studies and cited appropriately. Formal permission from the copyright holder not obtained during the study. Future studies should secure a research license from the instrument owners. Descriptive and inferential statistics analyzed using SPSS. The findings showed that transformational (M = 3.29, SD = 0.60) and transactional leadership (M = 3.73, SD = 0.91) were moderately practiced, while laissez-faire leadership was low (M = 2.81, SD = 0.74). Schools’ readiness for change was moderate (M = 3.04, SD = 0.58). Transformational (r = .61) and transactional (r = .56) leadership had significant positive relationships with readiness for change, whereas laissez-faire leadership showed a significant negative relationship (r = -.51) (p < .05). Regression analysis revealed that leadership styles explained 48.4% of the variance in readiness for change (R² = .484, p < .001), with transformational and transactional leadership being the strongest predictors. The study concludes that strengthening transformational leadership practices through continuous professional development can enhance schools’ readiness for organizational change. Keywords: Leadership style, Transformational leadership, Transactional leadership, Laissez faire Leadership, School Readiness for Organizational Change and Primary schools