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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3722

Advisors: Yalew In?idayehu (Ph.D)
Copyright: Jun-1997
Date Added: 7-Nov-2012
Abstract: This study investigated the relationship between nine possible administrative areas for teachers' involvement, and the degree of present and desired participation on 35 item decisional statements, plus school administrators' practice for encouraging participative management in' schools. Respondents' biographical characteristic variables such as sex, teaching experience and academic qualification were also correlated with the present and desired levels of participation. To accomplish the objectives of the study, 14 Government Senior Secondary Schools from Southern Nations, Nationalities and Peoples' Region (SNNPR)were randomly selected as a sample. A questionnaire, mainly made upof close-ended items with Likert method of five-stage rating scale and an average rate of participation three (3.00), was adapted and developed to collect the first hand data required to answer the basic questions raised in the introductory chapter of this paper. It was distributed to 42 school administrators and 270 teachers. A total collection of completed and usable questionnaires were 276 in number. The major findings were (i) respondents desire significantly greater participation than they actually experienced at all school administrative areas, (ii) females actually experienced and desire more participation at the instruction or classroom level than males, who actually experienced and desire more participation at planning, school policy making as well as physical resource allocation and utilization, (iii) teaching experience was not identified as an accurate indicator of participation, (iv) academic qualification did not produce conclusive results, and (v) school administrators' practice for encouraging teachers' participation was found to be unsatisfactory. VII
URI: http://hdl.handle.net/123456789/3722
Appears in:Thesis - Educational Planning & Management

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