The purpose of this study was to assess leadership commitment in creating and maintaining positive school in Mekellle governmental secondary schools. For this purpose five secondary schools were selected randomly from the total seven governmental secondary schools. f21 teachers and 15 school leadership members principals, vice principals, unit leaders and department heads were selected using stratified random and purposive sampling technique respectively in the study. Before distributing the questionnaire, its validity was assessed and reliability was checked using pilot study. Data were collected using questionnaires from teacher and through semi structured interview from the school leadership. The collected quantitative data were analyzed using SPSS soft ware program to calculate one sample t-test and correlations. Narrative interpretations were used to analyzed the qualitative themes that emerged from the school leadership. As a result the findings showed that in most factors of the measure of leadership commitments goal acceptance, individual support, modeling, intellectual stimulation and building collaborative structure were below the mean of test value. However in factors o] vision identification, high expectation and strengthen school culture there was no significant difference from the mean of the test value. Similarly, the level of practices of school culture on factors O.f teacher collaboration, unity of purpose and collegeal support, there was high practices. On the other hand, in factors of collaborative leadership, professional development and learning partnership the result indicated no significant difference from the mean of the test value. Correlation statistics was also made to measure the relationship between the measures of levels of leadership commitment and school culture. The result indicated that there was a positive correlation between the two factors. Results from the interviews also indicated that most interviewee agree on the presence of good plans and common vision on how to build positive school culture. However, the implementation and follow up to the activities needs more tasks as the respondents understanding. Concerning the participation of teachers in decision making and the presence of open and honest communication of leaders to the stake holders, the result indicated in both activities no direct participation of teachers in decision making, this means teachers participate through their representatives and the habit of the school leadership in communicating openly and honestly to the stakeholders were weak. The practices of ceremonies in most schools were also similar Most of the school leadership give considerations only for the first day, mid year and final day ceremonies. Jn this issue most school leaders had poor attitude in the daily rites, rituals and ceremonies and in relating these things for the purpose of teaching learning process. Concerning the relationship among teachers, teacher and the school leadership as well as the school to the community the result indicated that in all schools one thing nice was the presence of committee so called "social committee" aimed in strengthening the social life of teachers. Similarly in strengthen the relationship of the school and the community though, most schools had time schedule to contact the community their participation were not satisfactory and have not continuity. Therefore as the findings indicated that the level of leadership commitment in building positive school culture and the over all culture of the schools needs more improvement. To do this school leadership should act as change agent and cultural builder in their school. Above all they should have strong and continuous commitment to achieve the desired changes what the government and the community expected.

Thesis · Submitted in Partial Fulfillment of the Requirement for the Degree of Master of Arts in Educational Leadership