The extent to which schaul leaders experience a team work and participate in thernpractice oj'school decision IIIlIking has been viewed as a means 0/ satisfjling bothrnorganizational ohjective and their need. The plllpose of this stlldy is to investiga ternthe current pf'(lctice 0/ "dllC{ltio nal decisiun making and impleme ntation inrnguvernment secu ndary sch""I.I. Bes ides it intends to evaluate the level to whi chrnsecondmy school leaders' practice decision making and implementatior. to resolvernprohlems in teach ing learning process. The method employed in the stlldy was arndescriptive survey. QuesfionJ1uil'e, interview and review of documents w ere used 10rncol/ect dut f /i'om 13 Prin cipals. 26 Unit leaders. 52 Department Heads and 150rnSecondmy S{jhool Teachers randomly selected 13- government secondary schools inrn10 sub-cities of Addis Ahaha city administration. Level a/participation in decisio nrnmaking. and implementatiol1 lI'ere measured hased on 50 decision stotements whichrnwere grouped IInd er eight IIIlIjur decision altegories. A correlation hetween decisionmakingrnand implementation II'lIS computed. A significant rela tion hetweer. decisionrnmaking and implementation lI'erejiJUnd among eight decision categories. The pallernrnof responses sllggested that teachers have relatively less involvement in decisionrnmaking. lvhereas principals 1111'" the lion share. Teachers reported thaI there is arnneed for actual participation in decision-making processes. so as to become part ofrnthe decision and implementation. Finally. the res earch investigates that teach ersrnprefer participating in the academic to the administrative aspec ts of schoolrnleadership and indicated th e need/or adoption of shared decision making. Because. itrnallows greater involvemel1l " /Ieachers in decision-making. which is an importantrnaspect af' the decentrakaliol1 policy of' school-level-decision making and anrnalternative to the top-down hlirellllcratic system of schooling.