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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
Factors Affecting the Motivation of Support Staff at the United Nations Economic Commission for Africa
(Addis Ababa University, 2027-06-01) Aster Wondimu; Zenebe Baraki
The purpose of this study was to examine factors affecting the motivation of support staff
in the United Nations Economic Commission for Africa in Addis Ababa. For this study,
descriptive and inferential statistics method was employed. The Sources of the data were
primary and limited secondary data. The primary sources of data were support staff in
the commission while the secondary data were human resource information and relevant
documents found in the institutions. The samples of the study were selected using
different sampling techniques. Out of nine Divisions in UN-ECA, six were selected using
purposive sampling based on their higher number of support staff. Staff from each
selected division was drawn using simple random sampling techniques to get the
required sample size of 226. For collect data, questionnaire was designed to be
completed for support staff, Interview was also conducted for ten selected knowledg-
eable staff for an in-depth analysis on the subject matter. Closed ended items of the
questionnaire were analyzed using SPSS software; and the open ended and interview
items were analyzed qualitatively. The data was presented and analyzed using tables and
graphs. The study found out that factors affecting the motivation of support staff were
largely Job security, work condition, supervision and respect in this order importance
from higher to lower using the regression model. Besides, staff have ranked the jive
most motivating and demotivating factors. Accordingly, j ob security, appreciation of
work done (recognition), training and professional development achievement and
relation with coworker and supervisors are the most jive motivating factors. While the
demotivating factors were lack of recognition, bad supervision, being disrespected,
routine work style and high work load. The study also tried to forward of possible
suggestions and recommendation. Based on the finding, it is would be necessary for the
organization to focus those motivational factors, other than money oriented factors, such
as job security, recognition. creating conducive work environment and smooth
relationship with co-workers and managers to enhance its employees' motivation. The
major conclusion was that employee motivation was a highly sensitive concept which is
affected by a multiplicity of factors. In order to maintain experienced talented
employees, the organization could also establish job security arrangement to create the
sense staff loyalty and feeling of belongingness. Finally, the study recommended that the
organization need to acknowledge the situation and conduct periodical assessments on
factors affecting motivation of its support staffs to address the need of employees so that
their productivity could be improved.
Psychosocial Determinants of Perceived Well-Being Among Informal Waste Workers at Reppie Landfill Site (Koshe) in Addis Ababa
(Addis Ababa University, 2026-06-01) Messay Sintayehu; Tilahun Gidey
Informal waste workers are essential to urban waste management and circular economies in developing countries, yet they face persistent occupational stigma, social exclusion, and hazardous conditions. In Addis Ababa, limited empirical research exists on how these psychosocial factors affect their mental health. This study investigated the psychosocial determinants of perceived well-being among informal waste workers at Reppie Landfill Site (Koshe), focusing on the mediating role of self-esteem and the moderating role of perceived social support. A mixed-methods convergent parallel design was employed. Quantitative data were collected from 314 informal waste workers using adapted versions of the Stigma Consciousness Scale, Rosenberg Self-Esteem Scale, Multidimensional Scale of Perceived Social Support, and Warwick-Edinburgh Mental Well-Being Scale. Qualitative data were collected through key informant interviews. Mediation and moderation analyses were conducted using PROCESS Macro (Model 5). Stigma had a significant negative direct effect on perceived well-being (B = -.330, p < .001). Self-esteem significantly mediated the stigma-well-being relationship (indirect effect = -.072, 95% CI [-.118, -.029]), indicating that stigma reduces perceived well-being partly by eroding self-esteem. Perceived social support had a significant positive main effect on perceived well-being (B = .257, p < .001) but did not significantly moderate the stigma-well-being relationship (interaction B = .024, p = .697). Qualitative findings revealed chronic stress, internalized shame, institutional discrimination, and the centrality of informal peer networks for emotional support. The findings inform policymakers, municipal actors, and civil society in waste management and social protection. Recommendations include integrating psychosocial services into formalization efforts, implementing dignity-centered training, launching stigma-reduction campaigns, and strengthening peer support networks. The study contributes empirical evidence on the stigma-well-being nexus among marginalized occupational groups in Ethiopia.
The Role of Social Media Use in Association With Youths’ Political Attitude and Ethnic-Based Narration in Yeka Sub City, Addis Ababa.
(Addis Ababa University, 2026-06-01) Mhreteab Dabi; Habtamu Wondimu
This study examined the relationship between social media use and youths’ political attitudes, as well as ethnic-based narration/discourse, in Addis Ababa (Yeka Subcity). Guided by Political So-cialization Theory and informed by perspectives on the digital public sphere and the political economy of communication, the study tested whether social media functions as a digital environ-ment that shapes political meaning-making and identity-centered narratives among Ethiopian youth. A quantitative correlational design was employed using a structured Likert-scale question-naire administered to 384 youths aged 18–30 selected through simple random sampling with eli-gibility screening for active social media users. Reliability of the measurement scales was con-firmed using Cronbach’s alpha (overall α = .944). Data were analyzed through descriptive statis-tics, Spearman’s correlation, and group comparison tests (independent-samples t-test and one-way ANOVA). The results showed a strong positive association between social media use and political attitude (ρ = 0.863) as well as between social media use and ethnic-based narration (ρ = 0.792). However, gender, age group (18–24 vs. 25–30), and study field (Natural Science vs. Social Science) did not produce statistically significant differences in social media use, political attitude, or ethnic-based narration, while educational level significantly distinguished political attitude (F = 5.333, p = 0.005) but did not significantly differentiate ethnic-based narration (F = 0.984, p = 0.375). In addition, simple linear regression indicated that social media use (Zscore(SocialMedi-aTotal)) explained a substantial proportion of the variance in youths’ outcomes; specifically, for ethnic-based narration the model produced R = .868 and R² = .754 (Adjusted R² = .754), account-ing for about 75.4% of the variability in Z-score (Ethnic-Based Narration Total), and for political attitude it produced R = .800 and R² = .639 (Adjusted R² = .638), accounting for about 63.9% of the variability in Z-score (Political Attitude Total).
The Bystander Effect among High School Students: The Role of Social Norms, Empathy, and Religiosity in Predicting Intervention Behavior
(Addis Ababa University, 2026-06-01) Milkias Kebede; Mitiku Hambisa
Bystander intervention to School bullying is still a poorly researched phenomenon in the Ethiopian setting where norms, religious obligation and peer influences are evident in the way students respond to victimization. The present study explores predictors of bystander intervention behavior among high school students in Addis Ababa, Ethiopia. In particular, it investigates the roles of social norm, empathy, and religiosity in bystander intervention. A convergent parallel mixed-methods design was employed (QUANTITATIVE + qualitative), combining a scenario-based quasi-experimental survey administered to 381 students with semi-structured interviews conducted with 16 participants. Quantitative data was collected with Scenario Based Bystander Intervention Scale (SBBIS), Social Norm Manipulation Vignettes, Perceived School Social Norms Scale, Interpersonal Reactivity Index (IRI), and Centrality of Religiosity Scale (CRS-5) and analyzed via descriptive statistics, correlation, ANOVA hierarchical multiple regression analysis. Qualitative data was analyzed thematically according to Braun and Clarke (2006).Bivariate correlations and regression analysis indicated that empathy (β =.38, p<.001) and social norms (β =.29, p<.001) exerted significant positive influences on intervention, while religiosity had no significant influence on intervention. The private school students showed higher intentions to intervene than government school students did, which can be explained qualitatively by differences in school culture and teacher support. Six themes emerged from thematic analysis of interview data: moral obligation related to group norms as determined by culture and religion; fear of retaliation and lack of support as the strongest barriers; trusting teacher advice as the greatest enabler; and differences between female 'and male prevention strategies. This study generalized bystander intervention to a secondary school setting in Ethiopia, and offers ideas for school-based interventions that promote empathy and positive peer norms to encourage bystander intervention.
An Investigation into the Constraints Affecting the Teaching and Learning of Speaking through the Communicative Language Teaching Approach: The Case of Grade 10 at Entoto Amba Secondary School
(Addis Ababa University, 2026-06-01) Mohammed Seman; Abebe G/Tsadik
This study investigated the pedagogical practices and constraints in teaching speaking through the Communicative Language Teaching approach at Entoto Amba Secondary School. A descriptive research design employing a mixed-methods approach was used. All Grade 10 English teachers were selected using total population sampling, whereas 200 Grade 10 students were selected using proportionate stratified sampling. Data were collected using questionnaires administered to students, semi-structured interviews with teachers, classroom observations, and Grade 10 English student textbook analysis. Quantitative data were analysed using SPSS (Version 27.0) to compute frequencies, percentages, and mean scores, while qualitative data were analysed thematically. The study found that overcrowded classrooms constrain the implementation of communicative speaking activities, resulting in reduced student participation and limited opportunities for meaningful oral interaction. This challenge was further compounded by limited access to learning materials, insufficient audio-visual resources, and the relatively short amount of time available for speaking practice. The study also revealed that speaking is not emphasized in classroom exams, leading teachers to prioritize grammar, vocabulary, and reading comprehension. Opportunities for practicing English outside the classroom were rare. Communicative speaking activities such as role plays, pair/group work, and real-life tasks were rarely applied, although teachers encouraged participation. In addition, students showed high levels of speaking anxiety and reduced confidence in speaking English. The analysis showed that the speaking activities in the Grade 10 English student course book focused more on language forms than on communicative use. It was also observed that the activities provided limited support for the gradual development of students' speaking skills. In conclusion, efforts to implement CLT in speaking instruction were outweighed by contextual and institutional challenges. The study recommends increasing the use of interactive speaking activities, providing supplementary materials to support speaking practice, enhancing teachers' classroom strategies through professional development, and incorporating regular speaking assessment tasks into classroom instruction.