Browsing by Author ", Ayalew Shibesh"

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    Assessment of Teachers’ Job Satisfaction In Selected Private Secondary Schools of Arada Sub- City Addis Ababa
    (Addis Ababa University , 2020-06) GebremedhinTadesse; , Ayalew Shibesh
    The main purpose of this study was to assess the current Teachers Job Satisfaction in selected Private Secondary Schools of Arada Sub- city Addis Ababa and to forward possible recommendation. The study reviewed the related literature on job satisfaction theories, overviews and concepts. Thus, the study seeks to indicate the current level of teaches job satisfaction, to identify main causes for the teachers’ job satisfaction and dissatisfaction in those schools and look significant differences in the demographic characteristic of teachers influencing their job satisfaction. The researcher employed descriptive survey design, used availability and random sampling techniques, and inferential statistics and thematic analysis were employed. 104 teachers and 7 principal drawn from three schools for actual source of information, but cause of COVID-19 epidemic only 79 (75.96%) of teachers and 4(57.14%) principals participate for this study. The response of this study was analyzed by using percentage for quantitative data and the qualitative data presented by narration. Finally the result of study indicate the level of teaches job satisfaction is very low, there are different causes for teachers’ job dissatisfaction; main causes are related with salary& incentives, allowances are not adequate & not matches with their experiences and educational preparation . Training and development not give continuously and it is not adequate, related with work load teachers stated that their job is too heavy & serious, participant believed teaching is routine activities & it is not encourages them to be creative , related with work environment as both quantitative & qualitative data shows private schools teachers don’t hastransport access. On recognition factor teachers not receive full recognition from the school owners. In the other hand teachers are well motivated & satisfy with supervision factor, colleague’s factor & responsibility factor. Regarding to demographic characteristic 88.6 % of teachers were males and 11.4 % of teachers were females. Female’s teachers work for long period of time then males teachers. Principals also stated females teachers teak more responsibility then males. It is possible to suggest that an effort made to increase teachers overall job satisfaction where by increasing teachers emotional attachment with their profession..
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    Leadership Behaviors of Secondary School Supervisors in North Shoa Zone of Oromia Regional State
    (Addis Ababa University, 2019-07) Damtew Seyoum; , Ayalew Shibesh
    The purpose of this study was to identify leadership behavior of secondary school supervisors in government secondary schools of North Shoa Zone. Specifically, the study tried to sake and investigates the effectiveness of supervisors in using leadership skills, the proper use of interpersonal approaches by supervisors, and to identify challenges that affect the proper use of supervisors, and leadership behaviors. To achieve this purpose, the study employed mixed research method, which involved quantitative survey method (using questionnaire) and qualitative methods (using interviews and focus group discussions). The study was carried out in selected clustered Woredas in North Shoa Zone. 95 teachers were selected as samples using random sampling technique. Three department heads from each sample schools with a total of 21, all the 7 school principals, and 5 secondary school supervisors were selected and included in the sample using purposive sampling for focus group discussion. The department heads were selected purposely from language, natural, and social science departments. In addition, 5 process owner of Woreda education office supervision department were also taken as a sample for interviewing. The main instruments of data collection were questionnaire, focus group discussion, and interview. The data gathered through questionnaire were analyzed through frequency, percentage, and mean. The qualitative data obtained through focus group discussion, interview, and open-ended questions were analyzed using explanation. The findings of the study showed that secondary school supervisors do not have the necessary leadership skills to assist teachers. They come to school to gather information and faults for reporting. Moreover, they were not selected properly. They couldn’t identify teacher’s level of development to assist; they simply use directive control behavior for all teachers. The study also reveals that: lack of own office, budgets for stationery material, communication and transportation cost, workload and prior training were the factors that hampered the proper implementation of supervisors. Finally, recommendations were reached based on the above findings and conclusions. The central issues of the recommendations include: create awareness and understanding for secondary school supervisors through continuous assistance, workshops, seminars, and training on supervisory skills and interpersonal approaches supervisors use to improve teacher’s classroom practice. Moreover, recommendations were also provided to solve selection and infrastructure problems of supervisor
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    Opportunities and Challenges of Using Shinashigna as Medium of Instruction in Some Selected Primary Schools of Metekel Zone
    (Addis Ababa University, 2010-06) Abeje Gudeta; , Ayalew Shibesh
    The main purpose of the study was to investigate opportunities that promoted the use of Shinashigna as medium of instruction and challenges that were faced in the course of its implementation in some s elected primary schools of Mete/eel Zone. To this end, a descriptive survey method was employed to collect and analysis data. Based on the nature of respondents, sampling was carried out through random, availability and purposive sampling techniques. Thus, five sample schools were selected from Bullen, Dibati, Wombera and Dangur Woredas. The subjects of the study were 25 teachers, 60 parents, 60 experts, 100 s tudents and 26 administrators. The data was collected through questionnaire, interview (structured and unstructured) and observation checklists. The result shows, there is positive attitude of some community and politicians to use Shinashigna as medium. Enthusiastic feelings of some Shinasha intellectuals, positive support of the local politicians, constitutional rights, language policy and experience observed from other local languages were some of the opportunities that have promoted the use of Shinashigna as MOl. The study also identified some achievements in relative increase in students enrollment, decrease dropout rate and repetition rates . Besides, this research result also indicates, those most likely improved students self- esteem, self-expression and motivated class room communication were some of the promoting factors. On the other hand, scarce instructional materials, insufficient time span given for training of teachers, insufficient participation of teacher in planning, selection, preparation and evaluation of instructional materials and lack of awareness of community to the language of instruction were challenges of the program .Moreover, lack of general and supplementary materials, continuous follow up, assessment ,evaluation, weak academic institutions and centralization of decision making were also the critical problems . Finally, lack of need assessment and policy reach were the most important problem. The finding concluded that there is lack of need assessment, instructional materials, reference materials, participation of community in d ecision making, in-service and pre services professional training in the language. Moreover, there is imbalance between book supply and demand . Further the finding concluded that the language is used for limited purpose, centralization of decision making and dialectical difference exists among woredas. The Recommendations suggest that the regional, zonal and local woreda administrators should carry out need assessments and complete the necessary preparations before the implementation of the program .Besides, they should arrange in service and pre service programs to develop teachers' training, create awareness and participate stakeholders in d ecision making processes. Finally, I would argue, all interested development agencies both local and intemational should assist the region financially and technically to the achievement of the goal