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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4096

Title: THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
Authors: TAMlRA T, BEKELE
Advisors: Ato Ayalew Shibeshi
Keywords: PUBLIC PRIMARY SCHOOL
PHYSICAL PLANTS
Copyright: May-1999
Date Added: 28-Nov-2012
Publisher: ADDIS ABABA UNIVERSITY
Abstract: The purpose of the study was to make a survey on the current status of public primary schools in the city of Addis Ababa. The needed data was obtained by means of questionnaires distributed to 30 school principals, 28 members of school administrative committees, and 210 teachers working in 30 public primary schools randomly selected from five study "Zones" of the city. The data was analyzed using both descriptive and inferential statistics. Accordingly the research revealed the following results. Most of public school physical plants were found to be inadequate to implement various school programmes because they were not primarily designed for educational purposes, and even those which were designed for educational purposes were built without overall assessments and appropriate design. Inaddition, more than half of the public schools did not have legally acceptable school map and plan. In the study, school principals and teachers showed much similar perception with regard to evaluating the adequacy and comfortability of school plants than members of school administrative committees. Public school physical plants were not located according to their functional relationships and on sites comfortable for teaching-learning processes. Hence, the school compounds, the classrooms, staff-rooms and offices were not convenient for teaching-learning processes and administrative activities. Almost all public school physical plants were by far below the standard set by the MOE. Public schools lack the necessary repair and maintenance, for the reason that the responsibility was left to school administrative committees-Almost all of the respondents indicated neither the educational offices nor the surrounding community involved in repair and maintenance of public schools. Most of these schools did not have educational facilities like libraries, laboratories, space and facilities for subjects that require practical activities. The main financial sources for public schools were found to be school fees. The participation of school committees, parents, the surrounding community in the affairs of public school physical plants was insignificant. There are no clear-cut policy statements and general guidelines about the organization and administration of public schools. If these problems are to be met forth rightly and directly, then careful planning and study are necessary. If successful solutions with successful answers are to be arrived at, cooperative action is desired between professional educational staff, the board of education, other community agencies and all citizens of the community.
URI: http://hdl.handle.net/123456789/4096
Appears in:Thesis - Educational Leadership & Management

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