Browsing by Author "Alemayehu Debebe"

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    An Assessment of the Leadership Behaviors of Government and Non-Government TVET College Leaders in Yeka Sub City of Addis Ababa
    (Addis Ababa University, 2014-06) Teshager Zelelew; Alemayehu Debebe
    The objective of the thesis was to assess the quality of leadership behavior prevailing in government and non-government Technical and Vocational Colleges (TVETs) in Yeka Sub-city of Addis Ababa City Administration. It looks at the similarities and differences between government and non-government TVET leadership behaviors. Mixed research design was used to study the phenomena of the issue with a sample size of 79 rating leaders’ leadership behavior at different hierarchies of institutional setups. Data were gathered using biographic data collecting questionnaire and the standard Multi-factor Leadership Questionnaire (MLQ). Data analysis was carried out by employing t-test the findings show that the colleges do not demonstrate transformational leadership behaviors at all because the minimum for this behavior is a mean score of 3.0 where as it is revealed that Misrak Polytechnic College and Selam David Roeschli Technical & Vocational College registered a much lower mean score of 2.50 and 2.55 respectively. Nevertheless, there is no significant difference in the leadership behavior of government and non-government TVET colleges from the results of the t-test. Accordingly it invites the attention of stakeholders and especially of the government regulatory bodies to invest in leadership behavior development in TVETs by way of training, seminar, workshop and /or formal education so that the colleges stride forward in producing quality graduates that can contribute to the development of the country.
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    Practices and Challenges of Participatory Leadership in Secondary Schools of Nifas Silk Lafto Sub-City
    (Addis Ababa University, 2017-08) Yitagesu Kassa; Alemayehu Debebe
    The purpose of this study was to assess the practices and challenge of participatory leadership in secondary schools of Nifas Silk Lafto Sub City and to identify how participatory leadership is being practices, to investigate what efforts are underway in making the school level leadership participatory, to identify how do stakeholders perceive their involvement in the school level leadership and the challenges during the process of making school level leadership participatory in the secondary schools of Nifas Silk Lafto Sub city. To carry out this study, descriptive survey design was employed. Participants of the study were 114 teachers, 5 principals, 15 vice principals and 5 sub city education officials were involved in the study and respondents were selected also by using simple random sampling and purposive sampling method. The data were collected by using questionnaire, and interview. Mixed data analysis method was employed in order to reach the results. Data obtained through questionnaire were analyzed and summarized using statistical tools (SPSS Version 20.0). Statistical measures were performed on quantitative data gathered from the respondents. Frequency, percentage, mean and standard deviation were calculated. The study deals with examining the practices and challenges participatory leadership in secondary schools. The Findings of the study revealed that the current practices in the school regarding how principals involve the stakeholders in formulating and implementing in the school level policy as well as school activates, most of the principals were medium. Their linkages between stakeholders were below medium andschool principals lack necessary leadership skill, knowledge, qualification and attitude to draw stakeholders toward participating at the school level. On the other hand, school principals gave more emphasis to low supportive and high directive behavior and transfer decision according to the situation were medium. The study also indicated that problem of budgeting time to each activity, shortage of adequate guidance support from higher official and training on educational leadership were the main challenges of the principals. Accordingly, it is concluded that the behavior of the principals was show to be low supportive and high directive these style negatively influenced academic achievement. Finally, it is recommended that school leaders should vary their approach based on the people they are leading, and the circumstances that surround the task at hand and the responsible body to fill skill gap on the area of participatory leadership style as well as how to handle the challenges at the school level
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    The Role of Ngos in Promoting Equitable Access to Primary Education in Snnrp
    (Addis Ababa University, 2000-06) Alemayehu Debebe; Seyoum Teferra
    The purpose of this study was to examine the role of SDP and WVE in responding to the need for learning opportunities for those school age children in SNNPR. Due to the unfortunate coincidence of the time for data collection and the public violence against the policy on language of instruction in Wolayta, details concerning interventions by WVE were not thoroughly assessed. Questionnaire, interviews, focus group discussion, review of documents, and observation of activities were used for data collection from 120 community members, 48 NFPE teachers, 24 political leaders, and 16 education officials at district and zonal levels. The data were analyzed by employing various statistical techniques including percentages, chi-square test, mean of two independent samples, and qualitative approach to analysis. The results have suggested that the NFPE project was rural focused. Its targets were females, poor children, and minority groups who live in rural areas and those who had no opportunity to learn and/or forced to drop out school for the reason beyond their control. With this intention of the project the public seemed to have no objection. On the other hand, community participation in the affairs of NFPE project was limited only to labor and material support. It was also observed that there was no clear assurance for sustainability of NFPE activities beyond the specified project period or even before, if something went wrong between the donor and the recipient for almost all of its cost used to come from foreign source. Furthermore, limited involvement of community, lack of conducive learning environment, absence of text books, lack of continuity in admission of new students on a yearly basis, and lack of clear organizational structure to manage activities of the NFPE project have contributed to keep the user system suspicious of its future. Lastly, searching for alternative domestic source of finance, promoting community participation to its full-fledged level, creating at least modestly furnished learning places, looking for the shortest path to supply text books, establishing clear and measurable evaluation mechanisms, and paying more attention for factors contributing towards higher drop out rate were among the major recommendations forwarded so as to keep the NFPE activities alive and more effective.