The ultimate purpose of this study was to assess the leadership and leadership development practices in Ethiopian schools. A cross-sectional survey research method was used to conduct the study. A sample of teachers, students, principals, supervisors and TDP core process owners were participated as respondents. Questionnaire, interview and FGD were the main data collecting tools employed. Frequency and mean score was the method of quantitative data analysis while verbatim was used to analyze the qualitative data. Finally, the result of the study revealed that the actual practices of school leadership practices and development has deviated from what was intended. Hence, the mean score of respondents on distribute leadership was found to be low (Mean: 2.44).On the leadership development practices the result of the study revealed that it was low (2.61). On top of this the leadership development program was found to be fragmented and lacks uniformity. The study also portrayed that the way school leaders come to the position lacks clarity; it was neither merit nor seniority based. Concerning the competence of school leaders the mean score was low (mean: 2.35) showing school leaders were not capacitated and acquainted with the required skills. Moreover, the succession plan and its practices were found to be very low (Mean: 2.55). Therefore, it can be concluded that school leadership practices including recruitment, selection, development and succession planning was not on the right track. Hence, the education offices at various levels and schools themselves need to internalize school leadership is a profession and merit based. On the other hand there has to be a succession planning for further development of school leadership.