Browsing by Author "Zenebe Baraki"
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Item An Assessment of Community Participation In School Improvement Program in Government of Primary Schools In Kimbibit Woreda, North Shoa, Oromia Region(Addis Ababa University, 2023-06) Aklilu Mitiku; Zenebe BarakiThe purpose of this study was to assess community participation in school improvement program in five selected primary schools of Kimbibit Woreda. Community participation in education plays a determinant role in developing quality education. In light of this, the specific objectives of this study were to determine the levels of community participation in school improvement program, to examine the roles played by school principals to involve community in SIP and, analyze factors affecting levels of community participation in school improvement program. To carry out the designed objectives in effective manner, both qualitative and quantitative research approaches were employed. Five government primary schools were selected as sample for the study. Questionnaire, interviews and document analysis were the data collection tools, employed in this study. To analyze the collected data from sample primary schools the researcher used both descriptive and inferential statistics approaches by using Statistical Package for Social science (SPSS version 21). The major findings that were identified from this study showed that the level of community participation in school improvement program in sample primary school was low. The role played by school principals in urging to the community to participate in school improvement program (SIP) was found to be inadequate. Furthermore, regarding factors affecting the level of community participation in SIP, out of twelve explanatory variables, nine variables showed significant effect on the level of community participation in SIP. Thus, to alleviate the major factors encountered with community participation PTSA, KETB, SIC members at all levels in the process of school improvement program, it is necessary to provide clear and specific guide line, provide training to community representatives, conduct meeting, motivate and encourage PTSA, KETB, SIC members organizing experience sharing programs; provide rewards for those who have better performance in the implementation of school improvement program. A similar study should be done to assess the impact of community participation (involvement) in secondary schools of Kimbibit Woreda. * Key words: - Community participation, School improvement program (SIP), School community memberItem Assessing School-Community Engagement and its Effect on Student Results in Government and Private Primary Schools: The Case of Yeka Sub-City, Addis Ababa.(Addis Ababa University, 2022-06-01) Anwar Kemal; Zenebe BarakiThis study assessed school-community engagement (SCE) practices and examined their effect on student academic results (SAR) in government and private primary schools within Yeka Sub-City, Addis Ababa. Recognizing the policy emphasis on SCE and anecdotal reports of low engagement, the study aimed to provide comparative empirical data on the status of SCE and its relationship with SAR in this urban context. A mixed-methods concurrent triangulation design was employed. Data were collected from 48 primary schools (24 government, 24 private) through questionnaires administered to 264 stakeholders (PSTA members, principals, WEO professionals) based on Epstein's six types of involvement framework, semi-structured interviews with 12 WEO Heads, and analysis of documents including SAR data (Grade 8 exams, inspection reports, promotion/repetition rates). Quantitative data were analyzed using descriptive statistics, correlation, chi-square, and regression, while qualitative data underwent thematic analysis. Findings revealed significant disparities: government schools exhibited lower SAR and markedly weaker SCE across all Epstein dimensions compared to private schools, particularly in 'Learning at Home' and 'Collaborating with Community'. Private schools demonstrated stronger engagement, especially in 'Learning at Home' and 'Communicating'. A strong, positive, and statistically significant relationship was found between SCE levels and SAR (Adjusted R² = .750, p < .001), indicating SCE is a major predictor of results in this context. Key challenges hindering engagement, especially in government schools, included low parental awareness and socioeconomic constraints, inadequate school leadership capacity (lack of EDPM training), negative teacher attitudes, and systemic weaknesses in training and support. The study concludes that SCE significantly impacts SAR, and the disparity in engagement contributes to the results gap between school types. Recommendations focus on strengthening leadership capacity (EDPM qualifications, training), improving communication strategies, enhancing PSTA functioning, providing targeted parental support programs, especially in government schools, and promoting systemic support for SCE through policy and resources. Key words: School-Community Engagement, Student Results or Student Academic ResultsItem Assessment of Teacher Work Motivation of Gambella Region: The Case of Secondary and Preparatory School In Gambella Town(Addis Ababa University , 2021-08) Gebe Pidor; Zenebe BarakiThe main objective of this study was to assess teachers’ work motivation in Gambella Region with particular reference to Secondary and Preparatory Schools Gambella Town. Motivation is the willingness of an employee to contribute high levels of effort towards his or her work, conditioned by the capacity of the effort to satisfy needs as well as his or her personal environment. The study roadmaps are to identity the teachers’ current motivation, assessing affecting factors and examine the relationship among educational level, salary, age, and years’ experience. The study used survey design with a sample size of 345 respondents. The major sources of data were secondary school principals and teachers in the sampled schools. Primary data tools were survey questionnaire, focus group discussion, and key informant interviews. Theoretical Conceptualization related to Teachers Motivation Conceptions on satisfaction and dissatisfaction on Teachers work Motivation. The research found that workload, salary, low recognition, teachers’ accountabilities, career developments, institutional environments, teachers’ voices, materials and facilities. Moreover, educational office should work on school administration problems by allowing teachers to be participant in decision making regarding teaching and learning process, evaluating teachers performance on the basis of administrative activities ideologies, treating teachers equally as per school rules and regulation considering the task in the class room that need organization. Finally it is recommended that educational office should work to improve conditions that cause staff work dissatisfaction and weak performance by facilitating teacher’s promotion by improving salary and other benefits.Item Assessment of Teachers’ Motivation and Job Satisfaction in Government Secondary Schools of Bole Sub-City, Addis Ababa(Addis Ababa University, 2018-06) Samuel Mulushewa; Zenebe BarakiThe purpose of this descriptive study was to assess the motivation and job satisfaction of secondary school teachers in Bole sub city. A total of 69 respondents representing 25% of the 276 teacher population were selected randomly from six secondary schools. A lottery draw was made through a pre-numbered enrolled tickets coded separately for each school. In addition, 12 key informants (six principals and six vice principals for teachers’ development) were included. Thus, there were a total of 81 study participants. Data was collected through a self-administered questionnaire filled by teachers and a semi-structured interview conducted by the researcher with the key informants. Data were analyzed through SPSS version 20 software. Descriptive statistics mainly mean values and standard deviations were compared during analysis. Results were presented in frequency tables, bar charts and pie diagrams. It was found out that more than half of teacher respondents, 55%, were motivated. However, the prevalence of job satisfaction was low reported only by 48% of teachers. Findings also show that job security, having additional responsibility other than teaching, pride in the profession of teaching, social relations and CPD were among the motivating factors. By contrast, the current supervision and evaluation practices were alleged to be improper as reported by teachers. Moreover, feeling of inferiority, low income and working conditions were identified by teachers as dissatisfying factors. It was concluded that motivation of teachers in the study area was moderate while job satisfaction was low. Recommendations are finally made pertaining to policy implementation, further study and mechanisms to enhance the job satisfaction of teachers. Key Terms: Motivation, Job Satisfaction, Teachers, CPD, Secondary SchoolItem Assessment of the Implementation of School Improvement Program in Selected Secondary Schools of West Wollega Zone(Addis Ababa University, 2014-06) Habtamu Dufera; Zenebe BarakiThe purpose of this study was to assess the implementation of school improvement program (SIP) in selected secondary schools of west wollega zone and identified the practice, challenges and awareness on the program .In order to attain the objectives of the study a descriptive survey method was employed. The study was conducted in 8 secondary schools of the five sample waredas. Then from each school and respective woreda teachers were selected by using simple random sampling technique whereas school principals, secondary school supervisors and WEO heads were selected on the purposive basis of decisive position they assume pertaining to the issue. For this study, Questionnaire was used as the main instrument of data collection from teachers and schools principals’ .Accordingly, 106 copies were distributed out of which 87 from teachers and 18 from school principals were properly filled and returned. The data obtained from questionnaires were analyzed using statistical tools such as frequency count, percentages, weighted mean score and t- test values. On the other hand, the data obtained through Interview, FGD, Observation checklist and Document review were analyzed qualitatively to substantiate the result of quantitative analysis. The findings of the study showed that the majority of leaders were not qualified in the position they hold currently, shortage of financial resources, lack of learning facilities, poor evaluations of curriculum, conducting action research, absence of laboratory room and equipments, shortage of reference books, computers, poor community participation, low school management commitment for student achievement, poor community mobilization by school leaders, poor regular communication with stakeholders and lack of consistent supervisory support from WEO in SIP implementation. Hence, from the result of study, it was concluded that since most of activities across the four domains were not fully implemented. School improvement program in the study area was not implemented as indicated in the framework. The study has also recommended integrated efforts of all stakeholders mainly, the school community, parents, school principals in collaboration with Woreda Education Office, Zonal Education Department, Oromia Education Bureau and the Federal Ministry of Education to implement the desired objectives of the school improvement programItem Assessment of Training Practices in Commercial Bank of Ethiopia(Addis Ababa University, 2018-07) Hamzya Kemal; Zenebe BarakiEmployee training and development are becoming an increasingly important function of HRM as they help organizations to enhance human capital and compete in a rapidly changing business world. Moreover, it’s important to note that aligning an organization’s training scheme to its objectives and goals is very fundamental. Similarly, an evaluation is carried out to ascertain the current status of the organization’s training. This paper examined the status of training and development in Commercial Bank of Ethiopia in relation to its ties with the Bank’s objectives. The researcher raised three basic questionswhich were addressed at the end of the study. Data for the study was collected from employees and supervisors at the Bank’s Headquarter. The sample size was kept at 100 with an 88 percent response rate. Two types of questionnaires and a documentary analysis was applied as relevant data collecting tools. The data collected was properly sorted out to frequency tables and analysis was given under each domain of the questionnaires as well as the documentsretrieved from the bank for analysis. Findings also show that the employees approached for this study have a remarkably positive outlook on the relevance, applicability, objectivity, motivation, knowledgeableness, satisfactoriness and effectiveness of the trainings offered by the Bank. The Bank also has set out a training evaluation mechanism and has conducted some of them, however the evaluations were found to be limited in showing impacts of trainings in a full scale. Therefore, it is recommended in this research that CBE should consider conducting trainings in greater frequency than it currently does with balanced distribution to all employees and do extensive training evaluation to measure their effects.Item Assessment on the Effectiveness of leT use in Education: The case of West Wollega(Addis Ababa University, 2007-07) Asfaw Ejeta; Zenebe BarakiThe aim of this study was to identify the current status of information communication technology (lCT) use in education in highs schools of area under study. The components of lCT that the study considered includes: instructional television (Plasma display panels), compacter and internet use that were introduced by Ethiopian government to improve quality of education especially in Preparatory level high schools. The primary objective of the study was to find out perceptions, opinion, and attitudes of students and teachers towards the advantage these package lCT use can offer in general and the importance lTV program offered in the following aspects that have major role to improve quality of education. The secondary objective of study was to find out whether basic factors that are useful to create lCT enabled learning and teaching environment to properly implement the technologies are available. Descriptive survey method was used to identify the attitudes of students and teachers to wards the advantage the integrated lCT use offered in five major aspects including introducing, new pedagogical methods, enabling collaborations, accessing remote resources, extending new educational opportunity, and enabling knowledge for the work place. It was used also to assess the attitudes of teachers and students towards the importance that TV program offered in the learning-teaching process. The development level of provision of some features (e.g. human resource, equipment supply, content development of teaching and learning materials) related to proper implementation of the technologies were identified through perception of the users and document analysis. For analysis, the data was secured from samples of 134 students of grade 12, and 52 teachers who teach different subjects on lTV, Likert's scales were used to see opinion, perceptions, and attitudes of the respondents. For basic knowledge and skill of computer Internet use, self rating scales were used. Results of the study indicates that, attitudes of the students towards the advantages of integrated use of lCT in education, and towards the importance of lTV program is positive except that, some students and teachers claim that some students could not cope with the speed and pronunciation of the TV instructors. On average, slightly both the students and teachers have positive attitudes towards the advantages establishment of the lCT components offered in improving quality of instructions and in accessing remote resources; and there is a better students' achievement after introduction of lTV for instruction. The results indicate also that insufficient skilled personals and inadequate supply of equipment's. From this it was recommended that the government and other stakeholders have to provide shortages revealed, has to expand the technology to more improve and make sustained quality of education in the country.Item Challenges of Implementing Kindergarten Education Curriculum in Bole Sub City of Addis Ababa(Addis Ababa University , 2020-08) Mellese Petros Adosa; Zenebe BarakiThe prime purpose of this study was to examine the challenges of implementing kindergarten tt ducat ion curriculum in Bole sub city of Addis Ababa. The study employed a descriptive survey method. All kindergartens in Bole Sub City Administration were involved in the study through \ wail ability sampling technique. The primary sources of data were 7 principals, 50 teachers, 35 members of parents' committees, and 1 kindergarten education expert of Bole Sub City Education Office. All the principals and the parents committee confirmed that the sources of financial and material resources of the kindergartens were only the monthly school fees paid by I he parents. Close to fifty percent of the kindergarten teachers were not trained, and so, they were teaching in their respective kindergarten schools without adequate knowledge and skills of early childhood care and education which had adverse effects on the quality of kindergarten education program. The majority of respondents revealed that there were critical shortages of the in-and-outdoor play equipment and teaching materials in their respective kindergartens. The malpractices and inadequacies observed in the kindergartens have counted against the effective implementation of kindergarten education in Bole Sub City Administration. It is recommended that the private and community agencies should be assisted in their efforts to improve access and quality of preprimary education subsector. To that end, Addis Ababa education bureau and Bole Sub City Education office should launch systematic follow-up and evaluative assessments of the preprimary subsector and then provide this subsector with required technical and material supportsItem College of Education and Behavioral Studies Department of Educational Planning and Management(Addis Ababa University, 2020) Abraham Tefera Deressa; Zenebe BarakiThe main objective of this study was to assess factors that contributing to female students‘ dropout in secondary school of Gobu Sayo Woreda and to provide possible solutions for the problems. To achieve this objective a descriptive survey research was employed. The data gathered from teachers, students, principals, PTA, annual abstracts and reports through questionnaires, document review and semi-structured interview was conducted with PTA and principals. All data were analyzed and interpreted employing frequency, percentages, mean value, and standard deviation. Qualitative data was also summarized thematically. Three secondary schools of Gobu Sayo woreda were selected. Female student‘s dropout rates of secondary school were increasing through out of the academic year. The study indicated that traveling long distance to school, lack of self-confidence, unsafe school environment, lack of good administration, lack of educational materials, house hold work load, lack of parental involvement in school decision making found to be the main problems that cause students dropout as responses from teachers, PTA, principals and students. The dropout for grade 10 was the worst trend compared to grade 9,11 and 12 dropout rates in all the year under consideration. The major reason was related to parents‘ economic problem and parents need for children labor to participate in their families work was also identified. According to the research finding some of the major factors that caused student dropout were economic related factors, culture related factors, and School related factors and socio-cultural barriers and limited parents‘ educational awareness. The study recommends action to improve parents‘ awareness school facilities to be fulfilled, enhance community involvement, encourage and transfer best practices of school with good efficiency to low performing schools. Finally, the ministry of Education, Regional Educational Bureau, Woreda Education Offices and schools in collaboration with responsible leaders at different levels of authorities have to work in collaboration and provide close follow up and support to secure a consistent decreasing to ward of female student‘sItem College of Education and Behavioral Studies Department of Educational Planning and Management(Addis Ababa University, 2020-10) Getahun Gebeyehu; Zenebe BarakiThe purpose of this study was to assess the factors affecting the implementation of integrated functional adult literacy in Gudeya Bila Woreda, East Wollega zone, Oromia Region. The sources of data were 164 IFAL participants,4 literacy teachers,4 literacy facilitators,28 IFAL committee,2 school supervisors, 2 woreda education experts ,4 school directors ,4 health extension workers,6 agricultural workers,4 kebele chair persons. The simple random sampling and census sampling techniques were employed to select the respondents of the study. Relevant documents related to the issue. This study used both quantitative and qualitative methods questionnaire, interview and document analysis. To analyze the collected data, frequency, percentage, mean and standard deviation were used. Woreda education expert, teachers, facilitators and literacy participants’ good knowledge and understanding about the IFAL related to the strategy document and others integrated sectors they know about the IFAL program but they lack commitment to implement it. The support provided by the community members to construct literacy centres and the attention provided by coordinating committee to support the program was unsatisfactory. The finding revealed that in Gudeya Bila woreda the major factors that affect the implementation of IFAL were the lack of commitment among integrated sectors to implement IFAL program, inadequate budget, lack of regular supervision, ineffective leadership from the woreda education office. Finally based on the finding and conclusions of the study recommendations forwarded that Woreda Education Office, should strength the power to discharge their duties and responsibility as indicated in the IFAL guide lines.Item Community Participation in Material Resource Management in Primary Schools of Dawo Woreda, South-west Showa Zone(Addis Ababa University , 2020-09) Bekele Kecha Seboka, ; Zenebe BarakiThe purpose of this study was to assess Community Participation in Material Resource Management in Primary Schools of Dawo Woreda, South-West Showa Zone, Oromia Regional State. The study employed a descriptive survey design, which is supplemented by mixed model approach. Thus, both probability and non-probability sampling techniques were used. Out of 28 government Primary schools in Dawo Woreda, 8 primary schools were randomly sampled. The subjects of the study were about 30 % among 121 teachers, but 21 vice principals, and all (100%) of the 8 Parent-Teacher-Association heads, 8 principals, 8 supervisors and 8 woreda education office-heads. The instruments used to collect data were both questionnaire and interview. The information obtained from questionnaire was then analyzed by means of statistical tools including frequency, Percentage, mean value and chi-square. The study revealed that community participation in school material resource management was weak in that PTA members haven’t participated in coordinating, controlling and reporting of school material resources. The school leaders did not work sufficiently in initiating community participation. So also there were barriers such as teachers and school leaders’ unwillingness to welcome PTA members. All these were found to be due to PTA members’ lack of awareness, enthusiasm, commitment and basic skills of management. Moreover, teachers and school leaders professional territory, school leaders’ lack initiation of to enhance community participation to work in collaboration from planning to reporting; lack of good communication between the school and PTA members; lack of capacity building training for all teachers, principals and PTA members. So, the study recommended that the school leaders, WEO heads, WETB, ZEO, REB and other educational stakeholders like teachers, school leaders should be ready to dispose their role and responsibility in the involvement of PTA at school levelItem Factors Affecting Teachers Work Motivation in Government Primary Schools in Yeka Sub-City in Addis Ababa City Adminstaration(2024-06) Yirga Tilahun; Zenebe BarakiThe purpose of this study was to assess factors affecting teachers work motivation in government primary schools in Yeka sub-city in Addis Ababa city administration. In order to meet the objectives of the study, the researcher used a mixed-method approach, especially concurrent mixed-method design, which addresses both quantitative and qualitative aspects of the study. There were 31 primary schools in Yeka sub-city; among those, 10 were selected randomly through lottery method for the study. The target population of the study was primary school teachers, principals, parent-teacher student associations, and sub-city education experts. Among the total population, 295 teachers were selected using simple random sampling method and 31 PTSA members were selected purposively, whereas 14 principals and 2 sub-city education experts were selected using convenience sampling method. The data was collected through self-administered questionnaires filled out by 277 teachers; a semi-structured interview was conducted with 10 school principals and 2 sub-city education experts; and a focus group discussion was conducted with 25 PTSAs. The statistical software for social science (SPSS) version 27 was used to analyze the data. The analysis involves both descriptive and inferential statistics. The study's findings demonstrated that teachers were intrinsically and extrinsically demotivated by certain factors such as poor payment, ineffective organizational leadership, low status of teaching as a profession, poor interpersonal relationships, ineffective supervision, lack of promotion and recognition, etc. Additionally, the result of the research showed that different factors motivate teachers to enter the teaching profession, like temporary employment, greater opportunity for employment in teaching, being more interested in a teaching job than others, etc. The key recommendations to improve teacher work motivation and productivity include respect for the profession, balancing workload with salary, providing necessary resources, enhancing student interest, creating motivational mechanisms, professional development opportunities, fair evaluation, reducing political interference, and ensuring equal treatment and support for teachers, etc. Key words: Motivation, Intrinsic factors, Extrinsic factors, Status, Job satisfaction, Primary schoolItem Factors Affecting the Implementation of Integrated Functional Adult Literacy Program in Gudeya Bila District in East Wollega Zone(Addis Ababa University, 2023-07) Dessalegn Debosha; Zenebe BarakiThe general objective of this study was to investigate factors affecting the implementation of integrated functional adult literacy program in Gudeya Bila District. To attain the objective, three research questions were framed, and descriptive survey design with mixed approach was employed. The participants were included in the study through simple random sampling technique. Data was collected from the research participants through questionnaire, interview and document analysis. Convergent mixed-method was used to collect data from the participants at parallel times. The data collected through the questionnaire was analyzed through descriptive statistics using SPSS version 20.On the other hand, the data collected through interview was transcribed, coded and categorized based on the similar themes that were repeatedly said during the interview.Similarly, the documents were analyzed thematically. The analysis of the data was made based on the order of the research questions so as to provide a triangulated answer for each research question.Accordingly, the result of the study showed that the participants perceived integrated functional adult literacy program positively. They perceived that the program could prepare adults for essential literacy and numeracy skills. Besides, they perceived that integrated functional adult literacy program helped them keep their hygiene, prevent diseases, plan their family, maximize their agricultural productivity, generate income, and other crucial skills that were needed in their day-to-day activities in the society.The study also indicated that integrated functional adult literacy program was not implemented to the level it is intended by the government body.The stakeholders were not working in an integrated way to implement the program.It was also found out that various factors hindered the effective implementation of the program. The factors include:lack of motivation among the stakeholders, inadequate budget allocation for the program,lack of promotions and incentives for the stakeholders, poor of integration among the sectors, absence of independent managing structure for the program, poor communication,absence of training for the stakeholders, withdrawals and dropouts of the adult learners, inadequate supervision, shortage of resources at the centers, shortage of infrastructure at the centers, and above all poor political commitment of leaders. Therefore, it was recommended that all the stakeholders should work together for the effective implementation of integrated functional adult literacy program at the study area.Item Factors Affecting Women Teachers’ Participation in Educational Leadership in government and private Primary Schools in Woliso Town, Oromia Regional State(Addis Ababa University, 2023-10) Indalu Yero; Zenebe BarakiThe purpose of this study was to assess women participation in educational leadership at level primary schools of Woliso town. The study targeted 13 registered primary schools in Woliso town. Simple random sampling was used to select 57.26% of the registered schools giving a sample of 7 schools. From 123 participants, 112(53.33%) teachers were selected by simple random sampling technique and 11(100%) principals and vice principals were selected by using purposive sampling technique. The descriptive research design was employed. Both types of data, primary and secondary data were gathered by using appropriate data collection tools: questionnaires, semi structured interview questions and document analysis. Quantitative research method was employed for this study and the qualitative approach is incorporated in the study to validate and triangulate the quantitative data. From a total of 112 questionnaires distributed, 112(100%) were properly filled and returned. Descriptive statistics was employed by using SPSS software to analyze close ended quantitative data collected through questionnaires. Descriptive statistics like percentage and frequencies was to see the overall distribution of the study participants with the dependent variable (woman teachers’ participation in educational leadership) and independent variables (administrative factors, sociocultural factors, police and practices factors and personal factors) under the study. The findings of this study indicated that participation of women teachers’ in primary school leadership was affected by institutional, socio-cultural and policy practice related factors. Key recommendations were: educational institutions need to ensure that all appropriate guide lines were fully implemented in their schools and thoughtful efforts need to be made by concerned bodies to increase societal awareness on the importance of females’ participation in educational leadership position of school.Item Factors Influencing School-Community Relations the Case of Government Secondary Schools of Yeka Sub City, Addis Ababa City(Addis Ababa University, 2025-08-01) Tesfaye Abera; Zenebe BarakiThis study investigates the key factors influencing the establishment and maintenance of school-community relations in government secondary school in Yeka Sub City of Addis Ababa. The study employed a descriptive research design, gathering data from a total of 394 respondents, including teacher, principals, vice principals, supervisors and parents, selected through random sampling and purposive sampling techniques. Questionnaire and interview were used for data collection, with 394 questionnaires successfully collected and analyzed using frequency, percentage and mean. The study revealed inadequate performance in several critical areas, perceptions of school safety and discipline. Furthermore, the availability of resources for school-community programs and the community understanding of school goals / vision were found to be inadequately performed. Teacher morale and job satisfaction overall student achievement and resources availability for academic programs are very low. Similarly, workshops or training for parents and addressing community concerns promptly and transparently were rated low. School proactive engagement with community leaders, community perception of school leadership, the school’s encouragement of feedback from parents and the community, community understanding of school rules/ policies and the school responsiveness to community feedback and concern were inadequately performed. The study also highlighted the low appointment of a dedicated community liaison officer and insufficient review and updating of school policies based on community feedback. Finally, overall student enrolment and retention, availability of community based learning resources and effective management of school resources were inadequately carried out. Overall launching public awareness campaign on the importance of community involvement in education, integrating community feedback mechanism in to educational planning and providing training for school leaders and teachers on community engagement were notably low. Further research, such as comparative studies, need to be carried out to determine the overall factors influencing good school-community relationItem Financial Resources Utilization Challenges: in Some Selected Government Primary Schools of Damot Pullasa Woreda in Southern Nations, Nationalities and People’s Region(Addis Ababa University, 2014-06) Tadiwos Lera; Zenebe BarakiEfficient and effective financial resource utilization in schools is base to improve quality education. However, inefficient utilization or implementation of financial resources tends to be the major challenges of the education system in Ethiopia. The main objective of the study was to investigate the financial resources utilization challenges in primary schools of Damot Pulassa woreda in SNNPR for this purpose, both quantitative and qualitative approaches were employed. The methodology employed was descriptive survey which was carried out questionnaire because of its suitability for survey study that has large size of respondents in the five random sample primary schools. The data were collected from both primary and secondary sources; the main instrument was questionnaires; in-depth interviews, focus group discussion and document review. A total of 150 respondents from five schools, 10 key informant interviews and 5 focus group discussions with 35 participants were conducted. The study discovered that the education budget come from the government, School internal income, community contribution and NGOs’ support were the main sources of education budget in study schools. The study also found that the budget preparation, implementation and evolution processes lacked the participation of stakeholder, lack of financially skilled man power, lack of relevant training, absence of internal and external auditing activity, delay in releasing budget, interferences of school principal, engagement of school management on different duties were the major challenges of financial utilization in Damot Pulasa woreda primary schools. In conclusion the schools lacked active participation of stakeholders, capable human resource in financial resources management, practicing financial rules and regulations. Hence, it is recommended that the WEO and schools should take measures to improve the participation of stakeholder, employ financially skilled manpower, budget of school should be released on time, schools should report budget performance to the concerned bodies, regular auditing should be carried out by the woreda education and finance office.Item The Implementation and Challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa(Addis Ababa University, 2018-06) Fedlu Redi; Zenebe BarakiThe purpose of the study was to assess the implementation and challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa. The research approach was a mixed design. The specific type of the design was concurrent method. Regarding preschool policy data were gathered from national ECCE documents. Concerning implementation data were collected from 147 main and assistant teachers, 11 principals, 20 Education officials and 27 parents. Five sub cities and 11 kindergartens were selected using cluster and stratified sampling technique, respectively. To make the study cohesive, only Woredas administering the selected Kindergartens were systematically included. Participants of the interview (Principal, Parents and Education officials) were selected using purposive sampling. Participants of questionnaire (main and assistant teachers) were selected using available sampling technique. Data collected from kindergarten were analyzed using integrated analysis technique. Data collected from Education offices was analyzed using descriptions and thematic analysis technique. Finally, the result was compared with data obtained from ECCE documents to check if the policy is implemented accordingly. The finding of the study showed that ECCE policy emphasized only on the access. In the majority of the centers facilities were not adequate and teaching process didn’t centralize Children with special needs, student text book was unavailable, majority of teachers were below diploma level, how PTA organized varies from KG to KG, Health and Nutrition of children was not given attention, the annual school program terminates in two terms, majority of the centers’ site was not suitable. On the other hand, no coordination among the three organizations (MoE, MoH and MoWA), integrated service was not delivered at grassroots level, there is no preschool experts in the sub Cities Education offices, all centers were under administration of elementary schools, in the main office of Education Bureau there was no ECCE department. At last it is concluded that, though significant progress has been achieved, there are still a continuing challenges that impede the implementation of the Preschool Education program. Finally, it is recommended that: Preschool Education policy needs to be revised, Education Bureau needs to facilitate training for all ECCE staffs. Revision of curriculum need to be carried out including reshuffling of the number of terms. In addition, attention needs to be given for local games (ground play). Sub cities need to have structure for ECCE experts at office level. It is also recommended to strengthen ECCE technical committee at all levels. Furthermore, Education Bureau is recommended to establish a continuous professional development center equipped with full educational input in which teachers regularly share their experience. Key words: ECCE, Preschool, Implementation, Policy, challenge, kindergartenItem The Implementation of Non-Government Organazation Assisted Educational Projects in Addis Ababa City Administration(Addis Ababa University, 2016-06) Birhanu Sintayehu; Zenebe BarakiThis research aims to determine whether the prearranged educational investments and other planned activities organized by NGOs underAddis Ababa City Administration Education Bureau achieve their objectives within their predetermined time frames and budgets or not . To do this, cross sectional descriptive survey design and a mixed research method were employed. Quantitative data collected via structured and unstructured questionnaires withproject department heads (n=17), executive officers (n=7), educationalexperts (n=24)with total fromAAEB (n=48), andproject execution officers (n=44) and projectmanagers (n=22) with total from NGOs (n=66) and qualitative data collected via semi-structured interviews (n=24) & (n=22) from AAEB and NGOs respectively with total 46 interviewee.Additionally, institutional documents were reviewed to inform the study.Simple random technique was used to select execution officers & experts and purposive sampling techniques was applied for acquisition of department head and project managersfrom Both AAEB and NGOs respectively to collect quantitative and qualitative data. Quantitative data were analyzed via SPSS V.20 computer software and qualitative data were analyzed by narration of themes.The major findings of the study has indicatedonthe status of the major projects implementation processes; degree of involvement of stakeholders in plan and design of projects were less, the extent of planning for project implementation was midway, key stakeholders were not involved in the planning as expected and project managerswere averagely capable to manage overall projects. Furthermore, findings of the study has revealed aims and objectives of the projects were not entirely decided by stakeholders, there were gap between intended and achieved objectives, risks of the projects were considered only some extents before commencement of project and need assessment were not conducted properly before project starts.In addition, findings of the study has indicated that there were challenges that hindered the implementation of projects at starting time of the projects, middle of the projects and finishing on a time of the projects.Even though the problems were averagely serious at all stages, degree of being seriousness were more critical at finishing time of the projects.Moreover, the findings of the research underlined that the involvement of stakeholders in M&E was less and no skilled expert in M&E of projects implementation, more concern was given for formal M&E system.On basis of the findings obtained and conclusions reached at the recommendation given for instance key stakeholdersadvised to participation on planning, designing and deciding project objectives and aims to termination of the projects, consider the risks of projects and made need of assessment before commencement of the project implementation andassign right project managers at right position at right time and regularly updates managers’ skill by offering necessary training, more concern given to finishing time of the project to mitigate problems, formulatesystematic follow-p mechanisms, arrange intensive training in project implementation for those experts, create awareness for beneficiaries,offer training for M&E offers and use both formal and informal M&E interchangeably.Item Influence of Performance Appraisal on Teachers’ Competency and Motivation: the case of Private Secondary Schools in Bole Sub city- Addis Ababa(Addis Ababa University, 2016-06) Yosef Gebre, ; Zenebe BarakiThe ultimate purpose of the study dwelled on identifying the influence of performance appraisal on teachers’ motivation and competency by making use of survey conducted at private secondary schools located in Bole Sub-city, Addis Ababa. The research has applied cross sectional survey research design. The population of the research comprises 530 teachers of private secondary schools in Bole sub-city in Addis Ababa. Data was primarily gathered through open and close ended questionnaire and structured interview. The collected data was analyzed using the Statistical Package for Social Sciences (SPSS) into mean values and percentages. The processed data has been portrayed in forms of tables and charts. On the influence of performance appraisal practice on teachers’ motivation and competency, the research findings established that well managed and organized performance appraisal process is important for teachers’ motivation and competency. On the other hand, the participation of different appraisers with good technical capacity of appraising teachers can positively contribute to the objectivity of performance appraisal by which teachers’ motivation and competency increase because of fair and constructive feedbacks gathered from their appraisers. In relation to major challenges on performance appraisal, it has been concluded that evaluations of teacher appraisers are distorted due to errors caused during appraisal for different reasons. The researcher has recommended the following major points: introduction, proper implementation and regular follow up of pre and post appraisal conferences; involving parents during all the stages of performance appraisal; presence of well documented teachers’ personal portfolio; arrangement of different discussion forums, experience sharing sessions and trainings which are aimed at bridging knowledge, skill and attitude gaps of appraisers and preparing guidelines, manuals and procedures that can bring appraisal practices to similar standardsItem Leader Role Behavior of Senior Secondary School Principals in Ethiopia(Addis Ababa University, 1992-06) Zenebe Baraki; Ayalew ShibeshiThis study was undertaken to assess the level of effectiveness of senior secondary school principals in Ethiopia as they predispose their influence over their staff both in task performance and group satisfaction (morale) activities. The analysis was based on the application of Halpin's 'Behavioral' model. A rigorous statistical procedure was employed on the data derived basically from the perceptual ratings of the three independent groups that bear a direct impact on the principalS leadership rQle. !he outcome of the data analysia revealed that, fewer principals were on the 'trans~~tional style' with the largest proportion emphasizing a consideration behavior~ perhaps affecting school effectiveness. On the whole, the findings showed that factors significant in school leadership are centred around student enrolle~ent size, staff motivation, principals' manag~ent training, and the attitudes of the '!Iork groups towards the power of the principal. It was thus suggested that to improve the leadership capacity of principals the present status of schools with respect to ever increasing enrollment, lower staff morale, and bottlenecks in finance and facilities must be tackled adequately before individual principal's excellence and effectiveness can be realized.