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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
Teachers' Perception of Factors Affecting the Motivation of Teachers in Kolfe Keraniyo Sub city Primary Schools
(Addis Ababa University, 2014-04) Tadele Zeberga; Ayalew Shibeshi
The objectives of this study are to examine factors affecting motivation of primary school
teachers in kolfe keraniyo sub city education office. The respondents of the study were primary
school teachers of Kolfe Keranyo sub city education office which were taken as representative of
the entire teachers 'population. These respondents were selected by random sampling technique.
To achieve the study objectives information from primary sources (questionnaires and document
analysis) and secondary sources such as review of related literatures, were used. Based on the
data collected, each basic question was examined using statistics of percent, average and mean.
The major finding was majority of primer school teachers joined the teaching profession with
the base of their own interest and decision. However fewer amounts of the joined teaching due
to various reasons for instance some are forced by their results or admission points, missed
other job and as a result shifted in to teaching, pressurized by others to choose teaching. After
joining the profession some of the working conditions create satisfaction of teachers for example
responsibility , work load , interpersonal relationship , opportunity for education and being
beneficiary through experience were found to be factors for motivation of teachers. In the last
research question, which examined how much the school leadership and management motivates
teachers, found that directors and coordinators did not discover what motivates their staff and
also did not distinguish individual factors for teachers' motivation. Furthermore, activities of
planning, monitoring and evaluation, reward system, offering advancement and promotion and
offering chances for education were done in average weight. This last finding and utilization
problem of budget also found as challenges oj school directors and coordinators to motivate
teachers. Conclusions made about factors which affect teachers' motivation, these include the
area of leadership and management, economic factors, social factors and possibilities for growth
as well as recognition were from main factors. Major recommendations which have been drawn
by the researcher to avoid de-motivation oj teachers were the application of participatory
management and leadership. In addition it is also recommended that educational Opportunities
should be provided to all teachers of primary school so that to help them upgrade themselves
through further education. On top of these two it is also recommended that hygiene factors, such
as salary, fringe benefits and administrative factors should get serious attention in federal
government and should use flexible, market focused, and inflation considerate payment
structure.
An Assessment of Factors Affecting Teachers to Carry out Action Research ,With Special Reference of the Upper Primary Schools of Sidama Zone
(Addis Ababa University, 2004-06-01) Aster Alemu; Ayalew Shibeshi
Action research has the potential to generate genuine and sustained improvements
in schools. It gives educators' new opportunities to reflect on and asses their
teaching, to explore and rest new ideas, methods and materials. Perhaps the most
important is the fact that it helps educators to be more effective in following up the
development of their students.
This study aimed at examining the current status 0 faction research in the upper
primary schools of Sidama zone. Besides, factors affecting teachers to carry out
action research was systematically investigated.
The research methodology employed was descriptive survey. The study was
conducted at thirty upper primary sample schools that are found in Sidama zone. A
total number of fifty-eight principals and three hundred teachers were involved to
generate the necessary data.
Availability and simple random sampling techniques were used to draw principals
and teacher respondents respectively. Moreover, zonal supervision head and
wereda educational support and supervision section representatives were also
included in the sample.
Questionnaire, unstructured interview and document analysis were used to collect
the data. Percentage, means, chi-square, t-test and spearman's' rank order
correlation were employed in the analysis of the data.
Overall the survey study revealed that lack of resources, absence of on the job
training, shortage of finance and the underdeveloped research culture were the
major problems of action research activities in the schools. Besides, lack of moral
and material incentives, limited research knowledge and skill of teachers,
inadequacy of research courses at TTls and TTCs have contributed negatively for its
low development.
The study revealed that there is very little research outcome in the upper primary
schools of Sidama zone. Despite the existence of many inconveniences,
respondents still believe that teachers should be engaged in research work using the
available resources to improve their teaching methodology.
Recommendations for addressing these issues include, among other things, long
and short -term workshops, seminars, and offering intensive research courses in
TTls and TTCs. Moreover allocating budget, assigning responsive and capable
individuals, who have potential to facilitate the work at the wereda level, could make
significant difference. In addition rewarding teachers who attempt and make effort to
conduct action research, creating favorable conditions by providing facilities and
encouraging the development of research culture are also recommended based on
the research findings.
African Conflicts and the African Union Response: The Case of Sudan Since 2019
(Addis Ababa University, 2026-05-01) Hailu Alebachew; Yonas Ashine
This thesis examines the changing character of contemporary African conflicts and assesses the effectiveness of the African Union’s (AU) conflict-response mechanisms using Sudan since 2019 as a case study. Despite the establishment of the African Peace and Security Architecture (APSA) and the AU’s expanded role in conflict management, violent conflicts continue to persist across the continent. The study finds that the Sudan conflict reflects key features of contemporary African conflicts, including fragmented authority, militarized politics, external intervention, and conflict economies that sustain violence. While the AU possesses a comprehensive legal and institutional framework for conflict resolution, its response has been constrained by weak compliance, limited enforcement capacity, competing mediation initiatives, and external support to belligerents. The findings suggest that AU-led responses face growing challenges in addressing conflicts characterized by fragmented authority and extensive external involvement. The study argues that strengthening APSA requires reforms aimed at enhancing enforcement capacity, improving coordination among peace actors, and addressing the political and economic incentives that sustain conflict. Without such reforms, the effectiveness of AU-led responses to complex conflicts such as Sudan is likely to remain limited.
The Shifting Sands of Diplomacy: Ethiopia's Evolving Relationship with Somaliland and its Impact on the Horn of Africa
(Addis Ababa University, 2025-11-01) Berhe Mehari; Firehiwot Sintayehu
The region, Horn of Africa which is well known for its uncertain instability and volatility based on power politics, ethnic and territorial conflicts. Under this context, the 2024 Memorandum of Understanding(MoU) signed between Ethiopia and Somaliland shows a critical yet contesting developments, which provides Ethiopia an opportunity maritime access via Somaliland whereas simultaneously enhancing Somaliland’s quest for international recognition. This study, entitled “The Shifting Sands of Diplomacy: Ethiopia’s Evolving Relationship with Somaliland and its Impact on the Horn of Africa,” examines the MoU’s implications for regional economic and security integration and stability as well as foreign policy relations. To conduct this study and to better understand the nature of the Memorandum of Understanding (MoU), the more pertinent theoretical frameworks of liberalism, constructivism, and realism has been used. The research employed a qualitative method based on secondary and primary data including interview with the Ethiopian Ministry of Foreign Affairs’ expert, review literatures, media outlets, prominent internet and website sources as well as analysis of academic article journals and books. The research applied thematic and comparative analysis to understand and interpret Ethiopia’s interests, Somaliland’s diplomatic course, and the feedbacks of international, regional players and neighboring countries to negotiate or complicate the signing of the MoU. Based on the findings, Ethiopia’s active engagement with Somaliland reveals the practical realist assumptions aiming access to maritime and ensuring national security. On the other hand, Somaliland secures recognition by utilizing the deal using it as a mechanism to achieve its planned goal. Hence, the MoU has aggravated geopolitical competition, by creating counterbalancing reactions from Somalia, Djibouti, Eritrea, and Egypt including from western and Gulf states and as well as regional and international organizations. From the liberal point of view, the MoU is a means for potential economic inter-connectedness and institutional cooperation, while the constructivist standpoint, it highlights how legitimacy, norm creation and identity issues shape both behavior and regional understandings. Therefore, the study, sums up that the MoU represents the intertwined of power play, institutions, and identity in the horn of Africa makes more complex. Viable stability entails reconciling the realist’s rules of survival with the liberal mutual cooperation and constructivists’ understanding of recognition or legitimacy. Formal mediations and negotiations under the IGAD or AU supervisions might be one of the mechanisms to implement, by focusing on the common economic and security objectives are suggested to advance the MoU’s deal from a source of conflict into a framework of regional integration and cooperation.
Key Words: Diplomacy, International Relations, Horn of Africa, Regional Integration, Mutual understanding, Mediations, negotiations, recognition, de facto state recognition ,de jure recognition ,legitimacy, legal deterrence ,quasi states
Teacher's Participation in Decision-Making in Selected Secondary School of West Shoa Zone
(Addis Ababa University, 2012-06-01) Bekele Duressa; Teshome Tola
This study had tried to investigate the extent of teachers' participation in decision-making
and identified the areas of decision-making in which teachers participate most and least.
Moreover, the study investigated the extent of school principals' effort to facilitate teachers'
involvement and identify those factors that influence teachers ' participation in decision
making in secondary schools of West Shoa Zone. To conduct the study, a descriptive survey
was used six Secondary schools from the zone were selected by using random sampling
method. Then, all principals of the schools were taken by purposive sampling techniques and
teachers were selected by random sampling method. The subject of the study included a total
of 136 teachers and 18 principals. For the purpose of analysis, different statistical
techniques such as percentage, mean, and standard deviation were employed. For its
statistical testes of significance chi-square, Spearman's rank correlation and one way
ANOVA were used. The final analysis of the result indicated that, limited degree of teachers'
participation in school decision making was observed and they were participated most in
issues related to school curriculum and instruction and least in school building efforts. In
addition, analysis of the result revealed that the effort made by school principals ' in
supporting teachers and establishing an environment of trust in decision making, providing
incentives, establishing and maintaining good interpersonal relationship and accepting
decision made independently by teachers' were found to be low. The result of analysis also
indicated that lack of trust between teachers and principals was the major factor that
hindered teachers' participation in decision-making. Based on the findings obtained, to
increase teachers' participation in all areas of decision making and to make principals
effective and efficient in facilitating teachers involvement as well as to reduce those factors
that affect their involvement, short-term and long-term training should be given by Regional
Education bureau, Zonal Education office and Woreda Education office are recommended
for teachers and principals, respectively.