The objective of this study was to assess the school leader, leadership style in government secondary schools of North shoa Zone Oromia Regional State. In this study descriptive survey design was used with both quantitative and qualitative methods. Among the 45 government secondary schools found in the Zone, 8 (17%) was taken as a sample by using available sampling technique .The sample teachers 90 (30.1%) selected by using simple sampling techniques. Additionally, secondary, 8 secondary school principals and 8 vice principals selected by available sampling techniques. Finally, 8 PTA representatives were included by using available sampling techniques. The data collected were analyzed by using percentages, means, and weighted means and an independent sample t-test used by computing the data on SPSS version 16.The data gathered through open ended questions, interviews and document analyses were analyzed qualitatively through narration for the purpose of triangulation. Finally, the findings of this study revealed that there is an insignificant school leadership roles played as an instructional leaders moderate commitment of school leadership to moderate practice of the three (democrat ,lasses-faire, and authoritative). Generally, from the findings of the study, it was concluded that school leaders are not playing their leadership roles as instructional leaders due to limitations of capacity and other resource constraints found in the school. Therefore, it was recommended that Zone Education Offices and the Regional Education Bureau should build the leadership capacities of the school leaders by providing necessary leadership training and technical, material and professional support to secondary schools. School leadersshould also be strongly committed to having instructional leadership roles and use more of the combination of the three leadership styles depending on the situation as they are needed than the dominance use of a single leadership style in their school administration.