AAU Institutional Repository (AAU-ETD)

Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.

How to Submit Your Work

The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research

  • All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.

You may contact digirep@aau.edu.et.with any questions about the repository

 

Colleges,Institutes in AAU-ETD

Select a college,institute to browse its collections.

Recent Submissions

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The Relationship between Work Environment, Motivation and Job Performance: The Case of Frontline Employees in Selected Banks in Addis Ababa, Ethiopia
(Addis Ababa, Ethiopia, 2025-06) Blen Getachew; Mitiku Hambisa (PhD)
This study investigates the relationship between work environment, employee motivation, and job performance among frontline employees in selected banks in Addis Ababa, Ethiopia. The research addresses a growing need to understand how psychosocial work conditions and motivations affect employee performance in their job in the banking sector. A convergent parallel mixed-methods design was employed, beginning with a quantitative phase involving 360 employees who completed validated scales measuring Work Environment, Motivation, and Job Performance. This was Complemented by qualitative interviews with 15 participants to provide a comprehensive understanding of the relationship among the study variables. Quantitative results showed significant positive correlations among all three variables, with multiple regression indicating that both work environment and motivation independently and jointly predicted job performance. Thematic analysis of interviews revealed that supportive leadership, recognition, and collegial relationships significantly influence employee motivation and performance. Additionally, demographic variables such as sex, age, and work experience were found to moderate these relationships jointly. These findings highlight the importance of contextual and relational factors in shaping employee outcomes in Ethiopia’s banking sector.
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Implementation of Cambridge Curriculum Challenge and Opportunities at Hellenic Greek International School in Addis Ababa
(Addis Ababa, Ethiopia, 2025-06) Meseret Mesele; Demoze Degefa (PhD)
The purpose of this study was to assess the implementation of the Cambridge Curriculum—its challenges and opportunities—at Hellenic Greek International School, Addis Ababa, and to determine possible solutions for the challenges faced. Data was collected using questionnaires and interviews, and both qualitative and quantitative data analysis methods were employed. The statistical data were processed using the Statistical Package for Social Sciences (SPSS Version) (2025), with tools such as frequency, percentage, mean, and standard deviation used for analysis. The findings revealed that the implementation of the Cambridge Curriculum at Hellenic Greek International School presents notable opportunities for academic growth globally and career readiness. However, challenges persist, including inclusivity issues, resource constraints, and gaps in professional development. While the teaching workforce is experienced and stable, strategies to attract younger professionals, promote gender diversity, and support advanced qualifications are crucial for sustainability. Leadership practices demonstrate moderate effectiveness but are hindered by gaps in clarity, monitoring, and feedback mechanisms. Classroom overcrowding, limited access to instructional resources, outdated facilities, and inadequate technology further hinder curriculum delivery and student engagement. To enhance implementation, it is recommended to promote professional development through tailored training programs, mentorship initiatives, and collaborative learning platforms. Improved resource allocation, including investments in technology, specialized facilities, and adaptable classroom environments, is critical. Addressing cultural and language barriers, fostering experiential learning opportunities, and incorporating student feedback into decision-making processes can create a more inclusive and engaging learning environment. Furthermore, leadership stability, enhanced teacher support, and innovative scheduling strategies are essential to ensuring the curriculum’s long-term impact on students' academic success and holistic development.
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The Usage of ICT in Secondary Education, the Case of Yeka Public Secondary Schools of Addis Ababa City Administration
(Addis Ababa, Ethiopia, 2025-05) Awgichew Abebaw; Jeilu Oumer (PhD)
The purpose of this study was to consider the use of ICT in secondary education, the case of Yeka public secondary schools of Addis Ababa city administration. Also, the study investigated the opportunity that teachers offer in use of ICT. A descriptive survey design has been used with a mixed methods approach. Four public secondary schools were deliberately chosen as per their situation to contact each corner of the sub-city. A proportionate sampling and simple random sampling techniques were used to identify 247 sample teachers for the questionnaire and a purposive sampling technique is used to select school principals, for interviews. The data obtained by the questionnaire were analyzed using percentage and frequency as statistical methods. Interviews and FGD were analyzed on the subject narrative form. The results have showed that it is not possible for teachers to use ICT in the education, secondary school of education did not equip for the teachers with necessary skills to effectively utilize ICT tools in the teaching learning process. Generally, the overall practice of using ICT in secondary schools and the improvements gained from schools were not to the expected level. The overall findings show that there is no adequate opportunity for teachers to use ICT for develops their skills and supporting their teaching learning process. According to the quantitative and qualitative data analysis, there are a series of challenges for teachers to use ICT. Thus, without effective use of ICT, the expected improvements in the quality of education and students’ academic achievement cannot be enhanced. Based on this, it was recommended that the City Administration Education Bureau should take appropriate measures, including the supply of adequate materials and professional support to the Sub-city as well as the schools. The provision should also include providing ICT laboratories with the necessary accessories to provide modern ICT education in schools, as well as providing administrative support for ICT teachers to fill gaps in their knowledge, roles, and skills required by the profession, so that they can better assist learners and improve the quality of their learning.
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The Psychosocial Consequences of Infertility Treatment and Coping Mechanisms Among Women Under Treatment In Selected Private Infertility Treatment Clinic In Addis Ababa
(Addis Ababa Ethiopia, 2025-06) Betelehem Teklu; Daniel Tefera,(Associate Professor)
Infertility treatment imposes profound psychosocial burdens on women, particularly in sociocultural context where motherhood is central to female identity. This qualitative phenomenological study explores the psychosocial consequences of infertility treatment and the coping mechanisms adopted by women undergoing such treatment in selected private clinics in Addis Ababa. Focusing on their psychosocial challenges, coping strategies, and the interplay of cultural, relational, and economic factors. Six married women aged 29-39years, diagnosed with primary and secondary infertility and actively receiving assisted reproductive technologies (ART), were Purposively sampled. Data were collected through in-depth interview and analyzed thematically using Interpretative Phenomenological Analysis (IPA) to capture the core of participants’ lived experiences. Participants reported high level of psychological distress, including anxiety, grief, and hopelessness, exacerbated by societal stigma that equates womanhood with fertility. Social isolation emerged as women concealed treatment to avoid judgment, while marital relationships fluctuated between solid and strained under financial and emotional pressures. The financial burden of treatments like IVF costing up to 700,000ETB forced participants to deplete savings, sell assets, or borrow funds, amplifying stress. Cultural norms intensified gendered blame, with women disproportionately bearing social scrutiny and familial pressures to pursue alternatives like traditional healing. Coping mechanisms were multifaceted, anchored in spiritual resilience, social support, and cognitive reframing. Faith in divine intervention provided emotional solace, while spouses and close family members offered critical, albeit inconsistent, support. Participants engaged in positive reframing, viewing treatment as a journey of personal growth, though secrecy and social withdrawal often deepened emotional isolation. Notably, the absence of standardized psychosocial support in clinics left women reliant on informal networks, online communities, and self-guided resilience. This research contributes to global discourse on reproductive health equity, advocating for holistic interventions in low-resource settings where infertility remains a silenced crisis. Future research is recommended to include the perspectives of men and couples, explore the long-term psychosocial outcomes of infertility treatment, and conduct comparative studies across different regions and socioeconomic groups in Ethiopia.
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Children’s Out–of–School Experiences and Associated Behavioral Outcomes in Addis Ababa: The Mediating Role of Family and Community Engagements
(Addis Ababa, Ethiopia, 2025-06) Manaye Adela; Belay Tefera (Prfessor)
Out-of-school experiences refer to the practices and activities in which children engage during their out-of-school time. The main purpose of this study was to examine the out-of-school experiences of children in Addis Ababa and the associated behavioral outcomes, as well as the mediating role of parents, and the community. The study employed a convergent parallel mixed methods design. Child participants (n = 460) from primary schools were selected using simple random sampling and were asked to complete a questionnaire with assistance of data gatherers. Interview respondents/parents and observation settings were selected using purposive sampling. The tools used for data collection included Likert-type three-point scale questionnaires, interviews, and observation check-lists. The questionnaire contained items that measure out-of school experiences, family engagement, community engagement, and behavioral outcomes. Quantitative data analysis was conducted using SPSS 25, while path analysis in structural equation modelling was performed using AMOS software. Qualitative data analysis involved a case-by-case thematic analysis approach. The findings revealed that a great deal of number of children spend a considerable amount of time engaged with screens, watching TV and playing mobile games. This excessive screen time confines their social interaction and negatively impacts their self-regulation. According to the findings of this study, unmonitored out-of-school experiences have a detrimental effect on behavioral outcomes, including social competence, self regulation, and academic performance. Overall, the results of the study indicate that out-of school experiences significantly influence children's behavioral outcomes. Family engagement was found to mediate the relationship between out-of-school experiences and behavioral outcomes. While neighborhood engagement was found to be correlated with the variables under investigation, its influence on behavioral outcomes was not statistically significant, despite the finding that interview responses indicated as community engagement plays a crucial role. As per the findings, it is recommended that COSEs should be monitored. Empowering children to plan their outside school activities is helpful to make positive experiences as part of their daily practices. Screen time must be monitored with goodwill of children and parental guidance or support.