Browsing by Author "Dereje Tadesse,"

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    Leadership Behaviors of Secondary School Supervisors in North Shoa Zone of Oromia Regional State
    (AddisAbaba University of , 2021-07) Dereje Tadesse,; Befekadu Mulugeta
    The purpose of this study was that to identify leadership behaviors of secondary school supervisors in government secondary schools of North Shoa Zone. To achieve this purpose, the study employed mixed research method, which involved quantitative survey (using questionnaire and qualitative (using interviews and focus group discussions). The study was carried out in selected clustered Woredas in North Shoa Zone. A total target population of 135 was drawn from the total population by the researcher. The study participants were 95 randomly selected teachers, 25 purposefully selected department heads and 5 supervisors, 5 principals and 5 woreda education officers. The findings of the study revealed that secondary school supervisors lack of their own office, budgets for stationery material, communication and transportation cost, workload and prior training were the factors that hindered the proper implementation of supervisors. The study also reveals that they do not have the necessary leadership skills to assist teachers because they were not selected as the principle has been said. Consequently, they couldn’t identify teacher’s level of development to assist and simply use directive control behavior for all teachers. The theme 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 instructional practice. All stakeholders had better arrange and provide supervisors withtheir own office, table and chair. They must also allocate budgets for supervisors to use it for the purpose of stationery materials, communication and transportation costs.
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    A Practitioner •Inquiry into Pre-Service Efl Reflective Practicum of Haramaya University: A Condition of Inability to Reflect and Determinants of Effective Reflection
    (Addis Ababa University, 2009-06) Dereje Tadesse,; Banteyerga Hailom
    The thrust of this study was experiential observatioll of pre-service EFL student teachers' inability to reflect in/on their practices at Haramaya University practicum context. The overall aim of the study was to, firstly, critically analyze the problem in its context with the intention to understand the facts of the situation of the problem and, secondly, make an mqUIry into ways for maximizing the student teachers' ability to reflect in their context. A qualitative paradigm and practitioner inquiry design were adopted. Grounded Theory Method of data analysis was employed to systematically thematize, categorize and discover patterns and processes in the data. Ten student teachers, as respondents and practitioners, as well as four of their teacher educators, as informants, were selected by means of purposeful sampling, to take part in the study. Participant observation methods that involve unobtrusive observation, complete classroom observation, unstructured interview reflective journaling and discussions and practicum document gathering were used to collect qualitative data. The findings of the Contextual Analysis showed that the core factor for the EFL student teachers' inability to reflect is mainly their lack of effective reflection tools for reflectionforlon/ about-actions and lack of effective time for reflection-in-action. The data suggests that, consequently, the central strategy of reflective practice they adopted was overdependence on and replication of the existing school syllabi without critical reflection. Based on these Contextual Analysis findings an Inquiry was next conducted, whereby participant student teachers were engaged on reflective journaling for two semesters. The findings of the Inquiry showed significant levels of improvement in their ability to reflect for/in/on action. For instance, the data analysis showed that they steadily began to reduce non-reflective behaviors sllch as over-advocating own actions, protectionism of self and peers, and exchange of distorted information, each of which initially blocked reflectivity. Gradually, they began to take such reflective actions as reflective observation of pupils' behaviors, reflective planning of lessons and actions,reflective classroom acts such as appreciative judgments of pupils' behavior, revision of some taken for granted assumptions, promotion of sharing of information in classrooms and effective time management. Yet, some non-reflectivity behaviors such as context dilemma continued to persist due to influence of macro factors. All the domains of EFL reflective skills- Engli sh, teaching and inquiry- improved. From the findings, a conclusion has been reached that the student teachers' inability to effectively reflect related to their lack of effective reflection tools and control over lesson times and materials. By providing these conditions, student teachers' potential to effectively reflect and reconstruct new skills and knowledge from their experience can be prompted. Studies on conditions for cross-institutional and interdi sciplinary practitioners' reflection are suggested as a major further area to be researched.