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The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral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
The Effect of Organizational Culture on Employees Job Satisfaction: The Case of Ethiopian Conformity Assessment Enterpris
(Addis Ababa University, 2026-06-22) Semachew Mamo; Yohannes Workaferahu
The main purpose of the study was to examine the impact of organizational culture on employees’ job satisfaction at the Ethiopian Conformity Assessment Enterprise (ECAE). Specifically, the study sought to identify the dominant organizational culture, assess the relationship between organizational culture dimensions and job satisfaction, determine the culture type with the greatest influence on job satisfaction, and evaluate the level of employees’ job satisfaction. The study employed a quantitative research approach using descriptive and explanatory research designs. Primary data were collected through structured questionnaires distributed to ECAE employees located at head quarter. The questionnaire was distributed to 118 and from them 112 valid responses were obtained, it accounts 94.9% response rate. The Organizational Culture Assessment Instrument (OCAI) based on the Competing Values Framework (CVF) was used to measure the Organizational culture. IBM SPSS version 27 was used to analyze the gathered data using multiple linear regression analysis, Pearson correlation analysis, and descriptive statistics. According to the findings, the Market Culture was the dominant organizational culture type in ECAE, whereas the overall level of employee job satisfaction was moderate. Correlation analysis showed that each organizational culture had a statistically significant impact on job satisfaction and had a positive impact on it. However, the other analysis which is regression analysis indicated Hierarchy Culture had the strongest influence and clan culture had also statistically significant effects on job satisfaction. However, the Market Culture and Adhocracy Culture hadn’t any significant effects on job satisfaction in the enterprise. As the result shows in the ECAE organizational culture affects employee job satisfaction significantly, the finding of this study is critical for organizations that want to know how satisfied their employees are with their jobs. At ECAE, a collaborative and well-organized working environment plays an important role in improving employee satisfaction. Therefore, the study recommends strengthening clan-oriented and hierarchy-oriented cultural practices, as they can help improve employee job satisfaction and enhance overall organizational effectiveness.
The Status of Parrent-Teacher Association Participation in the Management of Government Primary School of Addis Ababa
(Addis Ababa University, 2013-06-01) Tilahun Gebrehiwot; Zenebe Baraki
The main objective of this study was to assess the status of Parent- Teacher association participation in government primary school of City administration of Addis Ababa. To conduct the study, a descriptive survey method was employed to obtain pertinent information concerning the status of PTA participation in the management of school. The study had a total of 269 respondents (154 school leaders (i.e. vice principals and department heads) and 115 PTA members) were taken from randomly selected schools. In this study purposive sampling was used to PTA members, department heads, and vice principals as well as, availability sampling for woreda education officials and principals. Document analysis was also made to supplement the data gathered through questionnaire and interviews. The data obtained from respondents were tallied and arranged in tabular forms to analyze them using statistical measures of mean, grand mean, standard deviation, percentage and t-test. The finding of the study shows, that PTA's involvement in management of school activities was medium. The degree of involvement concerning monitoring and evaluation school activities, initiating parents and community to volunteer at school, empower capacity of PTA members through trainings, and awareness about the role and responsibilities of PTA members were not high. To reduce the challenges of PTA involvement in school activities recommendations such as preparing consistent monitoring and evaluation program, motivating PTA members to participate in management of school, providing appropriate and adequate training program, providing participatory leadership style in school, woreda and sub-city level should be given were made
The Status of Parrent-Teacher Association Participation in the Malllagement of Government Primary School of Addis Ababa
(Addis Ababa University, 2013-06-01) Tilahun Gebrehiwot; Zenebe Baraki
The main objective of this study was to assess the status of Parent- Teacher association participation in government primary school of City administration of Addis Ababa. To conduct the study, a descriptive survey method was employed to obtain pertinent information concerning the status of PTA participation in the management of school. The study had a total of 269 respondents (154 school leaders (i.e. vice principals and department heads) and 115 PTA members) were taken from randomly selected schools. In this study purposive sampling was used to PTA members, department heads, and vice principals as well as, availability sampling for woreda education officials and principals. Document analysis was also made to supplement the data gathered through questionnaire and interviews. The data obtained from respondents were tallied and arranged in tabular forms to analyze them using statistical measures of mean, grand mean, standard deviation, percentage and t-test. The finding of the study shows, that PTA's involvement in management of school activities was medium. The degree of involvement concerning monitoring and evaluation school activities, initiating parents and community to volunteer at school, empower capacity of PTA members through trainings, and awareness about the role and responsibilities of PTA members were not high. To reduce the challenges of PTA involvement in school activities recommendations such as preparing consistent monitoring and evaluation program, motivating PTA members to participate in management of school, providing appropriate and adequate training program, providing participatory leadership style in school, woreda and sub-city level should be given were made
Practices of Time Management of Secondary School Principals in Mekelle Zone of Tigray
(Addis Ababa University, 2013-06-01) Tsegabrhan Tekleab; Mekasha Kassaye
Time Management practice of Principals' of Secondary School of Mekelle Zone of Tigray Regional State. The purpose of this study was to assess time management practices of secondary school principals of Mekelle Zone of Tigray Regional State. To achieve this purpose the study employed a descriptive survey method. Forty eight samples of principals of the study were selected using available sampling techniques. Likert scale type of 30 item questionnaires, seven interview questions and document review were the main data gathering instruments. The data were analyzed using frequency, percentage and mean. Then, it is concluded that principals have problems of time concepts and its management. The points of recommendation include: like on the other basic resource, training on the concept of time is useful on effective use of time management that has problems with time management skill. The curriculum does not show the time management detailed like the other resources. So, it is suggested to work beyond that. In education, curriculum developers give necessary place to concept of time in depth and policy makers are advisable to give emphasis
An Investigation of Internal Quality Assurance System in Ethiopian Higher Education Institutions
(Addis Ababa University, 2026-06-01) Girma Awaki; Belete Kebede
This study investigated the internal quality assurance system in Ethiopian higher education institutions. Despite the policy interventions, evidence suggests that the quality of education continues to deteriorate, indicating a need for systematic investigation into the functioning of internal quality assurance systems. A convergent mixed-methods design was employed, integrating quantitative and qualitative data collection and analysis. Data were gathered from 303 instructors and 355 postgraduate students through structured questionnaires, as well as from 20 key informants such as quality assurance directors, coordinators, experts, and senior instructors through semi-structured interviews, totally 678 participants. Additionally, document analysis was conducted on quality assurance policies, audit reports, and institutional documents, especially the document of institutional quality audit standard for HEIs has been reviewed and analyzed critically. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean scores, and standard deviations, and inferential statistics including one-sample t-test, ANOVA, and Pearson’s correlation, while qualitative data were analyzed thematically following Braun and Clarke's six-phase framework. The findings revealed that while formal internal quality assurance system structures exist across all sampled institutions, these structures operate primarily as compliance-oriented mechanisms responding to external accountability demands rather than as engines of genuine quality improvement. Students demonstrated limited familiarity with internal quality assurance system concepts, with 40.8% reporting no familiarity and only 23.4% affirming the existence of an effective system. Student participation in quality assurance activities was consistently low, with a composite mean of 2.44 (p < .001), and only 18% reported ever attending quality assurance-related meetings. The student support system received below-moderate ratings (M = 2.84, p < .001), with PhD students rating support services significantly higher than master's students, and government-sponsored students reporting better support than self-sponsored students. Research and publication support was particularly weak (M = 2.70, p < .001), with funding opportunities and grant awareness identified as the most severe deficiencies. Instructors have demonstrated higher awareness of internal quality assurance system compared to students, with 86.5% reporting at least some familiarity with internal quality assurance system concepts, yet only 40.3% affirmed the existence of clear implementation guidelines. The overall effectiveness rating from instructors (M vi = 2.97) did not statistically differ from the moderate benchmark, indicating neutral perception. Pearson correlation analysis revealed that all dimensions of the internal quality assurance system were positively and significantly correlated, with the strongest correlation observed between IQAS policy and effectiveness (r = .70, p < .001), followed by focus area implementation and effectiveness (r = .61, p < .001), and policy and focus area implementation (r = .58, p < .001). Student participation correlated moderately with policy (r = .56, p < .001) and effectiveness (r = .55, p < .001), but weakly with educational resources (r = .34, p < .001). Qualitative findings revealed a persistent gap between policy and implementation, with participants characterizing internal quality assurance system impact as "effort without measurable impact" and educational quality as "stagnant." Resource scarcity was identified as the most significant barrier by 84.8% of instructors, followed by inadequate training and development (81.2%), limited stakeholder engagement (75.2%), lack of institutional commitment (70.6%), and poor communication (67.0%). Enabling factors included leadership commitment, growing institutional autonomy, and the reservoir of senior academic expertise. Despite numerous challenges, several best practices were identified. The study concludes that the internal quality assurance system in Ethiopian higher education institutions is characterized by institutionalized formalism rather than substantive transformation, with a deep disconnect between policy and implementation, chronic resource scarcity, superficial student participation, significant inter-institutional variation, and stagnant educational quality. The Pearson correlation findings confirm that IQAS functions as an integrated system wherein improvements in one dimension are associated with improvements in others, and that student participation is driven more by policy and culture than by physical resources. Recommendations are offered for higher education institutions, the Education and Training Authority, and the Ministry of Education. The study contributes to the literature on quality assurance in developing country contexts and provides empirical evidence for policy reform aimed at transforming Ethiopian higher education from compliance-driven to quality-centered institutions