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|Title: ||TEACHERS' PARTICIPATION IN THE ADMINISTRATION OF SENIOR SECONDARY SCHOOLS OF SNNPR|
|Authors: ||MARKOS, MEKURIA|
|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.
|Appears in:||Thesis - Educational Planning & Management|
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