Browsing by Author "Abera, Mekuria"

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    An Assessment of the First Cycle Secondary School El T Curriculum Reform Process
    (Addis Ababa University, 2006-06) Abera, Mekuria; Alemayehu, Tibebe ({PhD)
    The purpose of th is study was to assess the reform conducted on the first cycle secondary school EL T curriculum in 2004-2005. The assessment mainly focused on whether or not the EL T curriculum reform elements were handled appropriately. Moreover the study also tried to look into the English language teachers reaction about the over all reform and the implementation of the reformed EL T cu rriculum. The study involved four EL T curriculum experts working at ICDR and twenty-three first cycle secondary school English language teachers who have been teaching the language in five government and private secondary schools in four admin istrative regions of Ethiopia. The data for the study were gathered through questionnaire, interview and document inspection. Two different types of questionnaires were designed by the researcher and administered to the EL T curriculum experts and to the English language teachers. Interview was conducted with nine English teachers who filled the questionnaire. In addition , documents, which cou ld provide us with any information on the current EL T cu rriculum reform , were inspected. The results of the study showed that some of the EL T curriculum reform elements were not properly dealt with by the responsible reform agents. They also implicated some sort of disorganization and lack of systematic handling of the reform tasks. Furthermore, the results of the English language teachers' reactions show that most of the teachers have positive attitude towards some aspects of the current EL T curriculum reform and its implementation even if they believe that they were sidelined from the reform tasks and information. The study was culminated by making pertinent recommendations on the basis of the findings.
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    The Current Educational Decision Making Practice and Implementation in Some Selected Governmental Secondary Schools Of Addis Ababa City Administration
    (Addis Ababa University, 2009-06) Abera, Mekuria; Abahumna, Asefa (PhD)
    The extent to which schaul leaders experience a team work and participate in the practice oj'school decision IIIlIking has been viewed as a means 0/ satisfjling both organizational ohjective and their need. The plllpose of this stlldy is to investiga te the current pf'(lctice 0/ "dllC{ltio nal decisiun making and impleme ntation in guvernment secu ndary sch""I.I. Bes ides it intends to evaluate the level to whi ch secondmy school leaders' practice decision making and implementatior. to resolve prohlems in teach ing learning process. The method employed in the stlldy was a descriptive survey. QuesfionJ1uil'e, interview and review of documents w ere used 10 col/ect dut f /i'om 13 Prin cipals. 26 Unit leaders. 52 Department Heads and 150 Secondmy S{jhool Teachers randomly selected 13- government secondary schools in 10 sub-cities of Addis Ahaha city administration. Level a/participation in decisio n making. and implementatiol1 lI'ere measured hased on 50 decision stotements which were grouped IInd er eight IIIlIjur decision altegories. A correlation hetween decisionmaking and implementation II'lIS computed. A significant rela tion hetweer. decision making and implementation lI'erejiJUnd among eight decision categories. The pallern of responses sllggested that teachers have relatively less involvement in decision making. lvhereas principals 1111'" the lion share. Teachers reported thaI there is a need for actual participation in decision-making processes. so as to become part of the decision and implementation. Finally. the res earch investigates that teach ers prefer participating in the academic to the administrative aspec ts of school leadership and indicated th e need/or adoption of shared decision making. Because. it allows greater involvemel1l " /Ieachers in decision-making. which is an important aspect af' the decentrakaliol1 policy of' school-level-decision making and an alternative to the top-down hlirellllcratic system of schooling.