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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
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Recent Submissions
Views of Teachers and Students on the Factors Affecting Quality of Education in Government General Secondary Schools of Kirkos Sub-City
(Addis Ababa University, 2013-06-01) Admassu Yizengaw; Ayalew Shibeshi
ViewS of Teachers and Students on the Factors Affecting Quality of Education in Government General Secondary Schools of Kirkos Sub-City. Admassu Yizengaw Addis Ababa University,20J 3 This study was conducted to examine factors affecting the quality of education of government general secondary school in Kirkos Sub-City. A descriptive survey method was used by applying a two separate questionnaires for collecting data from students and teachers. The respondents for this study were grade 9 and 10 students and teachers. Simple random sampling technique was used to select students and teachers. TI1e respondents were 406 students and 106 teachers. Percentages, means, chi-square and t-test were applied to investigate the views of students and teachers on the factors that affect the quality of education. The results obtained ji'om the study showed that, the main school factors that affected the quality of education were lack of school facilities, teachers' competency, teachers' teaching experience, attrition of teachers, instmctional time and principals' leadership, students' absenteeism, students' attendance and the medium of instruction. The respondents views on the factors that affect the quality of education significantly differed in the rnajority of cases. The conclusions are that the view of the teachers and students significantly differed and the extent to which these factors affect the quality of education is high. The recommendations are training principals in educational leadership skills and teachers in pedagogJJ Last but not least~ facilitate student leaming by bringing all the stake holders together.
Teachers' Class Room Management Practices in Secondary Schools of North Western Zone of Tigray
(Addis Ababa University, 2013-06-01) Amdewerk Fisseha; Zenebe Baraki
The purpose of this study was to investigate teachers classroom management practices in the selected government secondary schools of north western zone of Tigray. Quantitative approach was the research design employed in this study .Simple random and purposive sampling techniques were applied to select participants. Four woredas out of eight woredas of the zone were selected for the study. Four secondary schools out of the ten secondary schools of the selected woredas were involved in the study. Questionnaire and classroom observation checklist were used to gather the data to conduct the study. Out of the 107 teachers, 38 teachers/36%; out of 2458 students, 246 students/lOra!; out of 4 principals, 3 principals; out of 5 vice principals, all of them filled the questionnaire. With regard to classroom observation, 23 classroom observations were conducted in grade nine of one first cycle secondary school and one preparatory school/second cycle secondary school/Planning motivation, implementing rules and procedures, managing discipline, organization of students and materials in the classroom, and establishing strong relationship with the students were classroom management components assessed in this study. According to the results of the study, teachers failed to implement classroom management components such as planning, implementing classroom rules and procedures, motivation, and establishing strong relationship with the students and managing discipline. The findings also show that there were classroom management problems in the secondary schools of North Western Zone of Tigray. Ineffective teachers, administrators and staff, inadequate facilities and instructional materials, and student crowding from the school, and economic problems and inappropriate parental supervision of the students from the families were among the causes of these problems.
Contributions and Challenges of Primary School Cluster Supervision in Promoting School Improvement Program in Eastern Zone of Tigray Region
(Addis Ababa University, 2013-06-01) Asbu Gebremichael; Haileslassie Woldegerima
The purpose of the study was to assess the contributions and challenges of primary school cluster supervision in promoting school improvement program in Eastern Zone of Tigray region. The study employed a descriptive survey method which is supplemented by quantitative and qualitative research methods to enrich the data with these respect teachers, principals, school improvement committee members, cluster supervisors and WES (Woreda education supervisors) were conducted. The data gathering instruments included questionnaire, focus group discussion, interview and document analysis. Data obtained through questionnaires were quantitatively described and interpreted in light of available literature. The questionnaire was tested in one primary school and modified before distribution .However, infonnation obtained through FGD and interviews were qualitatively described to supplement to the main data. Frequency and percentage were used for data analysis. The sample primary schools and respondents were selected by using different techniques. For teachers and SIC members used simple random sampling, purposive sampling for selected principals and cluster supervisors, and available sampling techniques used for the WES. Likertfive scale questionnaire, unstructured interview and FGD were used as major tools of the data collection. Based on the analysis, As the findings of the study displayed, cluster supervisors failed to support teachers in promoting the curriculum and evaluating the existence so as to take corrective measure The findings also reveal that involvement of community for SIP was important that is the awareness of SIC members about value of community participation in school improvement activities was medium regarding to the current level of local community participation in SIP. ,. Based on these evidences, one can conclude that teachers have perceived supervisory roles, they expect of cluster supervisors don't to meet their expectations. As a result, cluster supervisors are found to fail in giving the expected supervisory support in schools Consequently, teachers expectation from supervisory support aggravate the negative attitude and they assume as finding faults. In light of these findings and conclusion the following recommendations were forwarded WEO & TREB had not provided sound professional support for cluster supervisors to facilitate the promotion of SIP. They were not frequently supervised & evaluate the progress of the program. This implies that local educational managers didn't demonstrate their responsibilities in monitoring the program as expected of them.
Parental Involvement in High School of Nifas Silk Lafto Sub City Addis Ababa
(Addis Ababa University, 2017-05-01) Dereje Melissie; Zenebc Baraki
The //lain purpose of this study was to investigate the parental involvement high school stlldents of N((as Silk Lafto sub city Addis Ababa some elected high school. A descriptive survey design was employed for addressing the objectives of one study. The study consisted of on ub city. FOllr secondary school parents. A total of 160 respondents drawn from the respective sub city and schools were included in the study. To-gather the necessCltY data, closed ended questionnaires were used. The data was collected through the use of a survey designed specifically for this study. According to the findings parent are positive allitude on parel7l-teachers conference and parel1ls are also a positive al/itude 017 parents involvelllent with school. Silch relationship is important for children 's academic achievement. The parents IIIho participated in this study concur with this belief andfind it to be both important and healthy. Parents levels of education and their expectations on their children success is directly related. Parent's level of education had little or no effect on their desires and expectations for their children. It is obvious from the survey that parents are concerned their children 's succes in and Ollt of school. This information could assist in identifying behaviors and al/itudes of parents that affect children 's achievement in school. Knowledge gained from this study may encourage change that could improve the level of parental involvement in all aspects of children 's lives.
School- Based Supervisory Behaviors in Second Cycle Primary Schools of Kolfe Keranio Sub-City in Addis Ababa
(Addis Ababa University, 2014-05-01) Demissie Teshome; Mulugeta Tsegai
The purpose of this study was to identify whether school based sllpen'isors superl"isory behaviours are implemented properly in second cycle primary schools of Ko((e Keranio SlIb-cit), of Addis Ababa City Administration. To this end, a descriptive survey research design was IIsed for the study and both quantitative and qualitative research method approaches Irere used for data gathering. Data were gathered from 8 second cycle primary schools. The sall1ple si:e of the study were 156 teachers. 24 school directors and vice directors. 6 Woreda education offiCI! heads. 2 teachers ' development proaram experts, 6 qllality assurance work process experts (lnd 6 cluster center school supervisors. Data collection instruments were queslionnaire. interl'iell' ond document analysis, The data gathered through close ended questionnaires were anoly:ed using, percentage, mean and t-test result. Open ended questions, interview and document analysis I\'ere discussed using narrative description which is qualitative method of analysis. The n7(!ior/indings of the study indicated that majority of respondent teachers ' reported that supervisors I\ 'ere 1701 implementing principles of educational supervision and they lack supervisolY behal'iours and supervisory leadership skills. Based on the findings, it can be concluded thaI superl'isO/)' service rendered to facililate teaching- learning process was not encouraging; superl'isor ' did not properly follow the principles of educational supervision. School- based supen'isors lI'ere ineffective in supervisory behaviours. Finally, it is possible to recommend that sc17ool- based supervisors shouldfollow and exercise principles of educational supervision in the school lel'el. They should exercise supervisory leadership skills. Addis Ababa City Administration Education Bureau also should revise the documents related to supervisory activities.