DSpace Collection: Thesis - Educational Planning & Management

LEADER ROLE BEHAVIOR OF SENIOR SECONDARY SCHOOL PRINCIPALS IN ETHIOPIA

Wed, 28 Nov 2012 06:32:21 GMT

Title: LEADER ROLE BEHAVIOR OF SENIOR SECONDARY SCHOOL PRINCIPALS IN ETHIOPIA

Authors: Zenebe, Baraki

Abstract: This study was undertaken to assess the level of effectiveness of senior secondary school principals in Ethiopia as they predispose their influence over their staff both in task performance and group satisfaction (morale) activities. The analysis was based on the application of Halpin's 'Behavioral' model. c A rigorous statistical procedure was employed on the data derived basically from the perceptual ratings of the three independent groups that bear a direct impact on the principa19 leadership role. the outcome of the data analysis revealed that, fewer principals were on the 'transitional style' with the largest proportion emphasizing a consideration behavior perhaps affecting school effectiveness. On the whole, the findings showed that factors significant of school leadership are centered around student enrollment size, staff motivation, principals' management training, and the attitudes of the work groups towards the power of the principal. (. It was thus suggested that to improve the leadership capacity of principals the present status of schools with respect to ever increasing enrollement, lower staff morale, and bottlenecks in finance and facilities must be tackled adequatel1 before individual principal's excellence and effectiveness can be realized.

PRIMARY EDUCATION FOR THE CHILDREN OF PASTORAL NOMADS IN BORENA: ACCESS AND ALTERNATIVES

Tue, 27 Nov 2012 14:27:01 GMT

Title: PRIMARY EDUCATION FOR THE CHILDREN OF PASTORAL NOMADS IN BORENA: ACCESS AND ALTERNATIVES

Authors: TEFERA, CHALLA

Abstract: The main objective of this study was to examine the current status of school age children's participation in primary education in the nomadic areas of Borena, identify the major problems, i.e., school related and out of school factors (economic, social, cultural and development constraints) and indicate the alternative strategies that need to be designed by addressing the major issues to be dealt with by the regional policy makers and educational planners. A descriptive survey method was employed to gather the necessary data for the study. Data from the documents was obtained from the annual statistical abstract of the MaE, OEB and the 1994 Housing and Population Census. Moreover, questionnaires and structured interviews were administrated to 80 teachers, 516 students and 80 elders. The results of the study showed that school related factors such as distance from home to school and lack of water in the school were found to be the common obstacles for increasing access to primary education. Moreover, weak school-community relationships and absence of flexible time schedule and calendar were identified as the prominent factors in hindering students' participation. Furthermore, lack of separate toilet for girls, and shortage of student textbooks were found to be the other major constraints for increasing access to primary education. The results of the study also indicated that socio-economic factors such as the need for child's labor by parents, mobility of the people, and lack of understanding of the value of education by parents were identified as the major obstacles. On the other hand, cultural factors were found to be the main hindering factors. Besides absence of development programs designed for the pastoral nomads such as range land development program and extension and package programs were also identified as the major constraints. Moreover, shortage of marketing services, and shortage of basic services such as education and health were found to be the main obstacles. Furthermore, sparse settlement of the people and shortage of road were also identified as the major hindering problems. As a result, it is concluded that school related and out of school factors as well as development constraints are the hindering factors to bring about improved access to primary education in the pastoral nomadic areas of Borena. On top of this, it is recommended that the regional state policy makers and planners should give greater attention to improve the existing situation so that an increase in the demand for primary education would be improved and an increase in access is realized.

THE RESOURCES CONTRIBUTION OF LOCAL AND EXTERNAL NGOs IN PRIMARY EDUCATION DEVELOPMENT PROJECTS IN SOUTHERN NATIONS, NATIONALITIES AND PEOPLES' REGIONAL GOVERNMENT (SNNPR)

Tue, 27 Nov 2012 14:24:56 GMT

Title: THE RESOURCES CONTRIBUTION OF LOCAL AND EXTERNAL NGOs IN PRIMARY EDUCATION DEVELOPMENT PROJECTS IN SOUTHERN NATIONS, NATIONALITIES AND PEOPLES' REGIONAL GOVERNMENT (SNNPR)

Authors: TAREKEGN, HAILESELASSIE

Abstract: The main objective of this study was to investigate the role of local and external non governmental organizations (LNGOs and ENGOs) and its resources contribution to the primary education development projects (PEDPs) in Southern Nations, Nationalities and Peoples' Regional Government. To conduct this study, a descriptive survey was employed. For this purpose samples are taken from 3 zones, 7 woredas, and 41 schools. The research study involved two categories of sample population: NGOs and GOs. Questionnaire survey, interview, documents, and personal observation were the main instruments used to collect the data. Data analysis was made by using statistical tools such as percentage, chi-square and rank order correlation coefficient to identify whether there are differences and agreements in the judgement of the respondents regarding the various variables on the role of NGOs in PEDPs. The results obtained suggested that both the LNGOs and ENGOs are involved in providing assistance programmes for different developmental projects implemented in the region. Nevertheless, it was found that there is high concentration of NGOs and their projects on the previous drought prone areas without analyzing the current problems of the region. The findings indicated that the majority of the NGOs gave more emphasis to the projects on capital investment having only limited amount of their projects spent on recurrent expenditures. Based on the need assessment of the communities, assistance was channeled through the local government, the NGOs, and through handing over operational projects to the respective beneficiaries. However, it was found that NGOs could never encouraged the local community to choose the type of assistance/service they need in terms of their priorities in their respective areas. The study further revealed that though efforts have been made in setting up coordinating committees for organizing the various activities of NGOs in PEDPs, they were entangled with many difficulties and did not make an effort to bring about close work relationships among key power actors. It was also found that there is no formal relationships among the NGOs and never share information regarding their intervention activities. The results obtained generally indicated that all the problems cited by the findings are closely related to lack of coordination which the local government has not incorporated NGOs into its policies and structures; and NGOs on their part are not organized to help the local government to further collaboration. On the other hand, even though attempts have been observed to monitor and evaluate educational projects, they were concentrated more on monitoring physical dimension or evaluation of infrastructure projects and ignore the sustainability, social dimension, and impact of expenditures. In addition, it was observed from the study that there are significant differences among the NGOs' project performance in different target areas of the region. Finally, based on the findings and conclusions, recommendations were made to address the problem under study.

An Evaluation of the professional program of the Pre-service Primary Teacher Education in Ethiopia. - Beased on the Objectives of The Training Program.

Tue, 27 Nov 2012 09:51:18 GMT

Title: An Evaluation of the professional program of the Pre-service Primary Teacher Education in Ethiopia. - Beased on the Objectives of The Training Program.

Authors: Mulugeta, Girma

Abstract: The purpose of this study was to determine the adequacy of the professional training of the pre-service primary teacher education program vis-a-vis the overall objectives and specific outcomes of the program. And a survey was conducted by taking random samples of 410 graduating students and 80 instructors from the TTIs at Dessie, Gonder, Awassa, and Nazareth. With a response rate of 75 percent, the data collected were analyse~ by utilizing appropriate statistical methods from which the following results were obtained; Statements of the overall objectives that focus on the development of prospective teachers' competencies and their ability to promote "community development" were regarded as highly relevant and important to the professional training; and that objective which proposes !' ideological training was considered as 1east important. The professional preparation was rated as “more than adequate" by both groups of respondents, in the skills of”planning”, “presentation” and “evaluation” of classroom lessons and preparation was rated as “inadequate” in dealing with “classroom management” skills no significant difference was observed between the two groups, except in the area of evalution skills.