Browsing by Author "Addisu Tesfaye"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City
    (Addis Ababa University, 2025-06) Addisu Tesfaye; Yekunoamlak Alemu (PhD)
    This study aimed to investigate the factors affecting job satisfaction among teachers working in government preparatory schools within Yeka Sub-City, Addis Ababa City Administration. To effectively address the research objectives, the study employed a mixed-methods approach, integrating both quantitative and qualitative data collection techniques. There were seven preparatory schools in Yeka sub-city; all of them (100%) were selected for the study. The target population of the study included preparatory school teachers, school principals, education experts from the sub-city, and members of the parent-teacher-student association (PTSA). Among the total population, 194 teachers and 18 PTSA members were chosen through a simple random sampling method, while 7 principals and 3 sub-city education experts were selected using purposive sampling. Data collection involved self-administered questionnaires completed by 175 teachers, structured interviews with 6 school principals and 3 education experts, and a focus group discussion held with 18 PTSA members. The Statistical Package for Social Sciences (SPSS) version 26 was used to analyze the data. The study's findings showed that a substantial number of teachers experience low job satisfaction, with 74.4% reporting dissatisfaction. The findings showed that teachers were intrinsically dissatisfied due to certain factors, such as lack of timely feedback and recognition from supervisors, which emerged as a major sources of dissatisfaction. Additionally, the findings showed that teachers were extrinsically dissatisfied with factors such as low salary and poor working conditions, with teachers saying concern about inadequate compensation and insufficient facilities. The statistical results of correlation and regression analysis revealed a strong positive relationship between intrinsic motivators and teachers’ job satisfaction, particularly achievement and opportunities for professional growth. Conversely, increasing responsibility without corresponding support negatively impacted job satisfaction. The key recommendations to improve teacher job satisfaction included improving the recognition system, revising the salary structure, advancing school infrastructure , encouraging teamwork, and encouraging participatory management.
  • No Thumbnail Available
    Item
    Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City
    (Addis Ababa University, 2025-06) Addisu Tesfaye; Yekunoamlak Alemu (PhD)
    This research focuses on the difficulties faced by fourth-year students in French as a Foreign Language (FLE) at Addis Ababa University in developing reading comprehension skills. Mastery of this competence is essential for overall language proficiency, yet it remains a major challenge for many learners. Through a qualitative and descriptive approach, the study seeks to identify the linguistic, cognitive, pedagogical, and methodological factors that hinder the understanding of written texts in French. The findings reveal that the main obstacles include limited vocabulary, syntactic complexity of texts, lack of reading strategies, and inadequate or poorly adapted teaching practices. The study concludes with pedagogical recommendations based on the explicit teaching of reading strategies, the use of authentic texts, and improved teacher training. These suggestions aim to enhance students’ reading comprehension in FLE within the specific context of higher education in Ethiopia.