Browsing by Author "Anteneh Tesfaye"

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    Evaluation of Microbes from Teff (Eragrostis Tef (Zucc. ) Trotter) Ersho for Injera Starter Culture Development
    (Addis Ababa University, 2024-06) Hagere Hailemariam; Anteneh Tesfaye
    Injera is fermented Ethiopian ethnic traditional staple food prepared usually form tef (Eragrostis tef (Zucc.) Trotter). The teff injera is prepared of households by mixing teff flour with water and using a starter (ersho) which is left over of the last fermentation. The batter is fermented using the back-slopping technique which involves adding ersho. The microbial composition of ersho is not defined.Therefore, this study was undertaken to isolate, screen, and identify fermentative microbes from ersho and their potential for starter culture development. A ninety-one ersho samples were collected from Debrebirhan, Fiche, Chacha, Sebata, Teji, Holeta, Adama, Bishoftu, and Dukam. Lactic acid bacteria, aerobic mesophilic bacteria, yeasts, and molds were isolated from the ersho samples collected. Isolated microbes were screened for their sugar utilization stress test, temperature stress test, pH tolerance test and hydrogen sulfide production test. The best performing isolates were used to formulate the starter culture for injera fermentation by combining the four microbial groups. The sensory acceptability of the selected injera scored highest mean of other, was produced from a combination of T4 (L1+L2+Y1+Y2+AMB+M) and fermented for 28 hrs. Finally, based on DNA sequencing, bacteria identified as Bacillus subtilis, Lacticaseibacillus paracasei and bacterium strain AGE YJ E2. The yeast and mold belong to the Pichia fermentans strain and the Aspergillus niger strain, respectively. The selected starter culture requires further analysis of its profile, performance, and shelf life.
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    Secondary Schools Teachers’ Job Motivation in Kirkos Sub-City Government Schools
    (Addis Ababa University, 2018-06) Anteneh Tesfaye; Yekunoamlak Alemu
    This study was conducted on the secondary schools teachers’ job motivation in kirkos sub-city governmental schools in Addis Ababa City Administrative. Its major purpose was to identify teachers’ job motivation. Descriptive research (survey) method was employed to gather the required data from the specific populations’ present condition. The target population of the study was secondary school teachers and the samples were selected by using simple random, snow ball and purposive sampling techniques. To this effect, a structured questionnaire was prepared and administrated to 80 teachers. A response rate of 20% is considered as a good response rate, while a 30% response rate is considered to be really good (Gert Van Dessel, 2013).and there are only twenty principal in Kirkos Sub City why they selected. Structured interview question were prepared and conducted with to eight sub-city education experts as well as 5 sub-city Teachers’ Association leaders for focus group discussion. Data analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage, mean, standard deviation, t-test, person correlation, and one-way analysis of variance (ANOVA) to identify if there were significant difference, similarity and relationship among the responses of the respondents on several variables. Moreover personal correlation was used to see the relationship between the factors that affect teacher’s motivation. The results indicated that teachers were significantly dissatisfied with most aspects of their work in Kirkos Sub City Government Secondary School. Economic and social factors emerged as the primary dissatisfying aspect of all the work factors. The other areas of dissatisfactions related to ineffective organizational leadership and administration, low status of teaching as a profession and job design, poor interpersonal relationships among teachers’ and administrators, ineffective supervision, lack of promotion and recognition, negative image of the society and students to the teaching professional, unsuitable working conditions and organizational rule and policies implemented in rowing way . The study also revealed that among the factors that contributed to retain teachers in their institution which include the notion that teaching is better than other jobs in benefiting the society, the opportunity to be creative, opportunity for further education and thinking that teaching provides an opportunity to enjoying with young people. The analysis show that there was significant mean difference among teachers’ work motivation with regard to teachers’ sex, qualification, additional income in relation to the profession and experience. some teachers’ in the school that have weekend and night education classes were more satisfied than those who have not and regarding experience, teachers who have more than 11 years teaching experience were more motivated than those who have below 10 years work experience. In addition, all eleven of the identified factors were found to have statistically significant correlations with job satisfaction. Finally, recommendations were made in order to enhance the job motivation of secondary school teachers in Kirkos Sub City, and for further research. KEY WORDS: Job motivation; secondary school teachers, kirkos sub city, Descriptive-methods research, organizational leadership and administration, teaching as a profession and job design, interpersonal relationships, supervision, promotion and recognition, social factor, working conditions, economic factor and organizational rule and policies.