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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/13480
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dc.contributor.advisorAyalew Shibeshi (Assoc. Prof.)en_US
dc.contributor.authorZewdu, Tadesse-
dc.date.accessioned2017-03-15T09:52:55Z-
dc.date.available2017-03-15T09:52:55Z-
dc.date.issued2014-06-
dc.identifier.urihttp://hdl.handle.net/123456789/13480-
dc.description.abstractThe purpose of this study was (1) to investigate the major factors that affect the organizational climate of the Ethiopia Catholic Schools in Addis Ababa, (2) to assess each school needs and to determine if differences exist in common dimensions of climate: structure, responsibility, rewards, warmth, support, organizational identity and loyalty, and risk, and (3) to determine if some variables such as staff size, principals and teachers personality characteristics (sex, age, length of teaching and administrative experiences, level of education and field of specialization) have relationships with the catholic school openness and teachers’ intimacy. The major sources of data collection for the study were 111 male and 24 female, totally 135 respondents were included. In addition, the Ethiopia Catholic Secretariat Education Department and the Archdiocese of Addis Ababa Education Unit were approached through interview. The descriptive survey method was used and data collecting instruments were questionnaire, observations, FGD and interview. The data gathered were analyzed using descriptive statistics (mean scores and percentages). Responses were categorized and frequencies tabulated. Since the variables were classified in categories and presented in frequencies counts, it was tested using the chi-square. The difference between categories was tested at 0.05 level of significance. Percentage was also employed to analyze the responses based on frequency counts. Accordingly, the following major findings were selected. A relationship was found to exist between the size of staff and school openness. Again, small staff size schools tended to have high teachers’ intimacy than did large staff sized schools. Regarding the style of organizational climate leadership they practice currently, while all principals express that they are democratic, conversely, the majority of the teachers respondents revealed that all authority in one man’s hand. Besides, the result of this study indicated that the majority problems are lack of means of communication and no good working environment, unclear structure, lack of confidence, lack of consistence, lack of motivation and commitment, absence of respect and value, stubbornness or inbred management ways of administration and more of monologue or one way of approach are some of the road-blocks of the school climate. According to the findings the following conclusion was drawn. Constant assessment and practices is associated with fostering positive climate to develop harmonious working relationship among the staff members, the formation and utilization of a small group of staff advisory council in schools, maintenance of reduced staff size, boosting the morale of principals and teachers, and further investigation as to why principals with training in EdPM tend to develop less favorable school climate is forwarded as major recommendations in order to improve the organiz climate of the Catholic Schools in Addis Ababa.en_US
dc.language.isoen_USen_US
dc.publisherAddis Ababa Universityen_US
dc.subjectEthiopia Catholic Schools in Addis Ababaen_US
dc.titleA Study Of Organizational Climate Of The Ethiopia Catholic Schools In Addis Ababaen_US
dc.typeThesisen_US
Appears in Collections:Thesis - Educational Planning & Management

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