Browsing by Author "Areaya, Solomon (PhD)"
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Item Assessment of Community Participation in the Implementation of Primary School Curriculum with Specific Reference to Wolayita Zone Damot Woyde Woreda, SNNPRS(Addis Ababa University, 2017-07) Kumalo, Memhiru; Areaya, Solomon (PhD)The main purpose of this study was to assess how members of the community participate and contribute to the implementation of the primary school curriculum. The community is strategically partner in a variety of ways towards the provision and management of education as well as teaching learning and enforcement processes. However, based on school and woreda reports as well as the researcher's observation during his career the participation of the communities on schools regarding curriculum implementation in Damot Woyede Woreda was raised as one of the problems that needs improvement. The study was conducted in six primary schools in Wolayita Zone Damot Woyde Woreda, SNNPRS. A total of 270 respondents participated in the study comprising of 199 students, 23 teachers, 6 principals, 4 WEOs, 8 PTSA members, 10 SETB members and 20 parents. To select the participants the researcher used simple random, purposive and stratified sampling methods respectively. The data gathered through questionnaire was analyzed using SPSS software to find frequency, percentage and mean value and qualitative data were used as supplementary data presented under quantitative data. Descriptive survey design was used in this study and the data were collected by questionnaires, interviews, observations and document analysis. Primary school curriculum implementation needs a shared effort and responses from the community, teachers, principals, and students. In the study area community participation in curriculum implementation are limited because of the community awareness towards to it. The roles of the school community in the implementation of school curriculum like follow up their children’s’ learning, communicating with teachers about their childes learning, supporting school by resources to facilitate teaching learning process and the others are below the expectation. It is recommended that partnership and interaction between community and school in implementing curriculum must be built to provide initiative, responsibility, sensitivity for participation in education and school governance designed to improve community participation in the implementation of the primary school curriculum.Item Assessment on the Implementation of the National Technical and Vocational Education and Training Stra Tegy in Gambella Region(Addis Ababa University, 2011-06) Desalegne, Tinsae; Areaya, Solomon (PhD)The purpose of this study is to assess the status and practice of TVET in Gambella region taking the current national TVET strategy as benchmark and give relevant feedback, so that the TVET system of the region is in line with the national TVET strategy. To conduct this study, participants were selected using stratified and convenience sampling in which J 66 individuals participated, out of these 73 trainers, 92 trainees and J individual from TVET agency of the region were participated. To collect data from respondents, two sets of questionnaires were administered for trainers and trainees. To supplement the quantitative data gathered through questionnaire interview was held with TVET authority of the Region. The data obtained summarized, analyzed and presented to answer the research questions that are used to assess the actual status and practice of the TVETs in the region. According to the findings of the study, TVET objective of the region is found to be mostly congruent with the national TVET strategy. Also in application of the conceptual principles of the national TVET strategy, creating strong public private partnership, creating outcome based TVET strategy, create comprehensive TVET system were found to be practicable in the regiOn. While making governmental TVET sectors center of technology capabilities and transfer, decentralization and TVET stakeholders' involvement were found not to be practicable, in the application of the guiding principles of the national TVET strategy, pathway (creating a possibility of career progression), lifelong learning, gender sensitivity by giving equal opportunities for female trainees, contribution to fight against HlVIAlDS and creating fleXibility in the TVET delivery through organization TVET programs in a modular fashion, supporting trainees by cooperative trainings, preparing trainees for self employment and introdUCing lCT to the training system were found to be practicable in the region, However, giving labor demand oriented trainings in the region and ensuring quality and relevance of trainings were not found to be practicable in the region, management and flinching somehow were found to be in line with the national TVET strategy with some needs of improvement, Based on these findings the researcher recommended to TVET authorities of the to establish COC in the region for the sake of quality and creating outcome based TVET system and also TVET institutes found in the region advised to diversify their financing mechanisms through internal revenue done within the institutes and to include all the relevant stakeholders in their management board.Item Attitude Toward And Achievement of Natural Science And Mathematics Stream of Female Students In Colleges Of Teachers’ Education In Oromia Region.(Addis Ababauniversity, 2014-11) Bekele, Genene; Areaya, Solomon (PhD)This study assessed the attitude of female students towards natural science and mathematics education and their level of academic achievement in science and mathematics in Oromia Colleges of Teacher Education. It also investigated gender difference of academic achievement in science and mathematics education. To attain this objective, first three Oromia Colleges of Teacher Education were selected purposely because of their geographical location and accommodate large number of students relative to other colleges. Then 308 college students (110 males and 198 females) were selected by using systematic random selection from the three colleges, Asella, Nekemte and Robe participated in this study. Questionnaire and document analysis were used as a main tool. To substantiate the data obtained by questionnaire and document analysis focus group discussion of college teachers was conducted. The collected data were analyzed using descriptive statistics like (percentage, mean Std. Deviation). The major findings revealed that there are significant gender differences in both attitudes towards science and mathematics education and achievement in science and mathematics education. The study concludes that boys are better achiever than girls in science and mathematics and have more positive attitude towards science and mathematics stream than girls in Colleges of Teacher Education of Oromia region. Beside, most female students perceived that contents of science and mathematics stream subjects are more difficult compared to that of non-science and mathematics streams subjects. Hence for the better achievement in natural science and mathematics and being good competent compared with male students changing the attitude of female students‟ on natural science and mathematics are importantItem The Challenges of Technical Vocational Education and Training Colleges in Benshangul Gummuz Regional State(Addis Ababa University, 2011-07) Yihunie, Haimanot; Areaya, Solomon (PhD)The purpose of this study was to assess the challenges of TVET Colleges in Benshangul Gummuz Regional state. The study has been conducted in two governmental and two non-governmental TVET Colleges. The trainees, trainers, College management bodies, and Regional TVET experts were the main sources of data for the study. Stratified random sampling approach was employed in selecting the trainers and trainees. Questionnaires, interviews, observation check list, focus group discussion, and document analysis were the instruments used for the collection of data. The data obtained through questionnaires were analyzed using statistical instruments like percentage and weight mean values. The data are analyzed and interpreted quantitatively as well as qualitatively. The results obtained from the study suggest that the TVET Colleges in the region are not supplied with qualified and skilled trainers and lack machines, equipment, workshops, libraries, classrooms, books, and other facilities. Furthermore, findings reveal that lack of adequate facilities, shortage of skilled manpower, lack of awareness regarding TVET strategy, lack of adequate budget, and lack of commitment of concerned bodies are challenges of TVET colleges in the region. Besides, Colleges are not well organized and have not enough resources to implement current TVET curriculum. Lack of skilled trainers, lack of facilities and machinery and weak internal organization are major challenges of trainees in the college while, unsuccessful Center of Competency (COC) exam, competing with others and lack of employers are expected challenges for trainees. There is no professional guidance and counseling in the colleges and trainees cannot decide their opportunity and will have job. Lack of cooperative training and COC assessments is not employed and these have an effect on quality training. Finally, Based on the findings and conclusions, the following points were recommended to address the existing challenges in the Region under study: Staff development in the Colleges; internally organized TVET systems in the region and TVET institution; and raise social awareness about the importance of TVET in the region for all societies should seriously be considered. Necessary facilities should also be fulfilled. In addition, tracery studies should be carried out before providing training, and trainees have to be encouraged in self-employment. Besides strengthening the labor market information system; establishing and enhancing technology transfer department; enhancing supervisory and professional support; offering opportunities for further education for trainers; and establishing professional guidance and counseling services are issues to be addressed.Item The Challenges of Technical Vocational Education and Training Colleges in Benshangul Gummuz Regional State(Addis Ababa University, 2011-07) Yihunie, Haimanot; Areaya, Solomon (PhD)The purpose of this study was to asse ss th e challenges of TVET Colleges in Benshangul Gummuz Regional state. The study has been conducted in two governm ental and two non-g overnmental TVET Colleges. Th e trainees, trainers, College management bodies , and Regional TVET experts were th e main sources of data for th e study. Stratified random sampling approach was employed in se lectin g the trainers and train ee s. Ques tionnaires, int erviews, observation check list, foc us group di scuss io n, and document analysis were the instrum en ts use d for the co llec tion of data. The data obtai ned through questionnaires were analyzed lI sin g statist ical instrum en ts like· percenlClge and we igh l mean values. The data are analyzed and interpreled quantitatively as well as quali tatively. Th e results obtained}i'om the study sugges t that the TVET Colleges in th e region are not supplied with qualified an d skilled train ers and lack machines, equipm ent, workshops, libraries, classrooms, bo oks, and other facilities. Furthermore, jindings reveal tha t lack of adequate facilities, shortage of skilled manpower, lac k of awareness r egarding TVET stra tegy, lack of adequate budget, and lack of co mmitm ent of concerned bodies are ch allenges of TVET colleges in th e reg ion. Besides, Colleges are no t well organ ized and have not enough resources to implem ent current TVET curriculum. La ck of skill ed trainers, lack of facilit ies and machinelY and weak internal organiza tion are major challe nges of trainees in th e co ll ege while, unsuccessjid Center of Compe tency (CaC) exam, compe ting with oth ers and lack of emp loyers are expected challenges fo r train ees . The re is no p rofess ional guidance and counseling in the colleges and trainees cannot dec ide th eir opportun ity and will have job. Lack of co ope rative training and cac assessments is not employed and these have an effect on quality training. Finally, Based on the jindings and conclusions, th e following p oints were recommended to address the ex isting challenges in the Region' under stildy: Staff development in th e Colleges; internally organized TVET systems in the region and TVET institution ; and raise social awareness about th e importance of TVET in th e reg ion for all societies should seri ously be considered Necessmy fac ilities should also be jii/filled In addition, tra cery studies sho uld be carried out before providing training, and trainees have to be enco urage d in selfemploymen t. Bes ides strength en ing the labor market information system; establish ing and enhancing technology tramier department; enhancing s up er visOly and professio nal support; offering opportunities for jilrther educa ti on for trainers ; and establishing professional guidance and counseling servi ces are issues to be addressedItem Comparative Study of Private and Government Secondary School Students' Attitudes Toward Mathematics and Their Achievement: The Case of Adama City(Addis Ababa University, 2007-07) Tefera, Kebede; Areaya, Solomon (PhD)The purpose of this study was to compare private and government school students' attitudes toward mathematics and their achievement in the first cycle secondary (Grades 9-10) schools in Adama city. One hundred ninetyseven subjects (99 males and 98 females) were randomly selected from one government and one private school in Adama city. An attitude scale and mathematics achievement tests were employed to gather the data. Analysis of t-test and Pearson correlation were employed on the data. The results indicate that there is a significant (p <0.05) difference in attitudes toward mathematics between private and government first cycle secondary school students in favor of government, but there IS no significant (p>0.05) difference in attitudes toward mathematics between male and female students. Similarly, there isa significant (p <0.05) difference in mathematics achievement between private and government first cycle secondary school students in favor of private school s tudents, and als o a significant (p<0.05) difference was found in mathematics achievement between male and f emale students in favor of males. In the case of comparing students' attitudes and mathematics achievement, positive but very low correlation (r=0.14) was observed in the first cycle secondary school. This, however, does not mean that there is statistically significant correlation between attitudes toward mathematics and mathematics achievement. That is why the government school stude nts have positive attitudes, but lower achievement than that of private school students while private school students have negative attitudes, but higher achie vement than that of government school students. It was thus concluded that government school students have better attitudes toward mathematics than the private school students, while private school students have better achievement in mathematics than those of the government school students.Item Evaluation of the Implementation of Preparatory Mathematics Syllabus in Assela Tvet Institutions(Addis Ababa University, 2006) Tasachew, Kinfu; Areaya, Solomon (PhD)The purpose of thi study was to evaluate the implementation of the preparatory mathematics syllabus in TVET Institutions. Attempts have been made to examine: - whether the instructional guidelines set in the syllabu are properly implemented at classroom levels, the attitudes of teachers and students' perceptions towards the implementation of the syllabus, institutional contexts and clas room environments for effective implementation of the syllabus and factor affecting the implementation of the syllabus in the TVET institutions. To this end, a descriptive survey approach was used as a method of the study. The data was collected from 236 sample tudents, 12 mathematics teachers, 3 principals and 2 department heads in three Assela TVET In titutions. Respondents were selected by using systematic random sampling and purposive sampling techniques. Questionnaires, observations, interviews and document were used as data gathering instruments. The data were analyzed both quantitatively and qualitatively. Accordingly, the result of the study indicated that the majority of mathematics teachers did not implement the instructional guidelines suggested in the syllabus effectively. Teachers frequently used explanation or lecture and questions and answers instructional strategies. The mathematics teachers did not use continuous assessment techniques to evaluate their students ' performance. ignificant proportion of mathematics teachers (42%) had negative attitudes towards the implementation of the syllabus. Furthermore, the majority of the students ' perceptions towards the implementation of the syllabus were found to be very low. There was scarcity of curricula and instructional materials and shortage of time to implement the mathematics syllabus. Lack of technical and material supports, lack of communication and low attentions on the part of principals, department heads and administration were observed to be the major factors affecting the implementation of the syllabus. Consequently, there is a huge gap between what is intended in the syllabus and its implementation in the TVET institutions. Hence, to alleviate the problem encountered in the implementation of the syllabus, continuous teacher professional development, adequate provision of curricula and instructional materials for mathematics teachers, devising the ways for frequent discussions between teachers, department heads and principals and modifying or revising or changing the mathematics syllabus according to the needs 0/ the students and the objectives of the TVET programs after conducting an extensive national study are suggested.Item Factors That Affect Students' Motivation To Learn Spoken English In Grades Nine And Ten In Some Selected Secondary Schools In East Shoa Zone(Addis Ababauniversity, 2007-07) Senbetu, Demissie; Areaya, Solomon (PhD)The purpose of this study was to understand the factors that affect grades 9 and 10 students' motivation to learn spoken English in some selected secondary schools of East Shoa Zone. The study explored the experiences) attitudes) and perceptions of the participants through interview) classroom observation) achievement tests) self report questionnaire) group discussion and document analysis) such as school marks. On the bases of this) the study investigated the factors that affect motivation to learn spoken English. The correlation between motivation) and English language achievement at both target grades was analyzed by the method of transcription) r description and word expression. The findings of the study indeed have indicated that factors such as parents' involvement) teacher character) peers' behavior and curriculum were found to impose considerable impacts on students' motivation to learn spoken English. Socio cultural situation) classroom condition and supplementary materials also were considered as influencing factors. Based on these findings) conclusions are reached and implications of the findings are indicated and forwarded. In sum) the findings revealed that the level of students' motivation to learn spoken English is low) the factors that affect students' motivation to learn spoken English are parental involvement) teacher situation) the environment) socio cultural situation and curriculum while the correlation between student's motivation and their achievement of English is also found to be positiveItem The Implementation of Science Curricula in Missionary Owned Secondary Schools of Ethiopia: The Case of Catholic Church in East Shoa, Oromia Regional State(Addis Ababauniversity, 2007-07) Girma, Elias; Areaya, Solomon (PhD)This study was sought to under. tand how InlSSlOnQlY owned secondOlY schools implement the science curricula of grade 9 and 10 vis-a-vis the Education amI Training Policy of the country. The study was conducted on three Catholic Chlln.:h owned secondary schools in East Shoa Zone. To achieve the objectives of the study. all school principals (3 in numbers) and all science teachers (l4 in number~) were selected based on their avai/ability and 140 students were selected through simple random samp.';ng technique. In-depth interviews with principals, focus group discussions with science teacher'. observations and questionnaires for students and teachers were employed to collect data for this study. The data obtained were: analyzed using both qUQnfitalive and qualitative analysis methods. The study revealed that the surveyed schools were successful in crealing oj conducive teaching learning context'jor science curriculc:z in terms of supply (~t infrastructures, instructionalfacUities, and material resources (physically), creating good communica.tion channel among school communities and providing in·scr, .. ice training programs for teaching staff. That is, they attempted to inve t more f or successful implementation of science curricu!t,mz materials. In contrast to these facts, most of activiti?s observed in the schools were not congruence with the statements of curri~ulum materials. This is evident that principals and teachers performance with regard to the requirements of cZlrriculum materials were found minimal and students' attitude of learning science subjects was also not as expected. In general, it was found that the schools don't imp/em ill the science curricula as intended. Attempt has been made to identify factors that hinder the successful implementation of curriculum materials. Among the facrors identified: the complex nature of school management structure, shortage q( J'<: / ·.T dlZt instructional material resources in the schools for grade 9 and 10 selene;! , lIbi<.!dS. lack of commitlnent on 'he side of principals, students and teachers to utili:::' Ihe available school resources, absence of collaboration trend between missio/1 '(,hoofs und governmental bodies and absence of relevant in-service training programs for .. teachers were found the major challenges that hinder the effectivp curriculum implementation process in the surveyed schoolsItem The Implementation of Science Curricula in Missionary Owned Secondary Schools of Ethiopia: The Case of Catholic Church in East Shoa, Oromia Regional State.(Addis Ababa University, 2007-07) Glrma, Elias; Areaya, Solomon (PhD)This study was sought to understand hall' /Ilissiollary oll'ned secuJldwy seh()ul" implement the science curricula of grade 9 and 10 vis-ct-vis the Edll('(/lioJlItem The Practice and Challenges of Cooperative Training in Some Selected Health Science TVET Colleges in Addis Ababa City Administration(Addis Ababa University, 2014-06) Amare, Haileselassie; Areaya, Solomon (PhD)The purpose of this study was to assess the practice and challenges of cooperative training in some selected private health science TVET colleges in Addis Ababa City Administration. A descriptive quantitative and qualitative research design was adopted for this study. Data was obtained through questionnaire, interview and observation. Purposive sampling method was applied to select health science TVET college deans or vice deans. Sample trainee and trainers were selected first using stratified sampling to be able to include trainees and trainers participants from the departments available. Then proportionate sampling was employed to roughly ensure the representation. Among the distributed questioners, 218 (94.9%) trainees, 20(83.3%) trainers and 40(87%) health sector trainers (mentors) of the questionnaires were completed, returned, and used for the study. For the deans/vice deans and coordinators interview was used to collect the data. The major findings of the study indicated that, the health sectors awareness about the purpose of cooperative training system in Addis Ababa City Government with respect to: weak attention was given for cooperative training follow-up and monitoring; the availability and utilization of training contract, and memorandum of agreement in cooperative training providing health sectors was not satisfactory; training plan based on Occupational Standard is neglected. Finally, the study recommended that there should be a strong close supervision by the Health Bureau and TVET agency for the health TVET colleges and the health sectors to focus on cooperative training which can be improved through awareness creation of the benefits they could derive from the processItem Social Science Preparatory I Students' Mathematics Achievement and Their Attitude towards Mathematics: The Case of Government Schools in Addis Ababa(Addis Ababa University, 2008-06) Yilma, Klfle; Areaya, Solomon (PhD)The primary purposes of this study were to investigate Social Science Preparatory I students' mathematics achievement and attitude towards mathematics and also to determine whether or not selected variables such as attitude, liking mathematics, interest to and attention in learning mathematics were related with mathematics achievement. Achievement test, attitude scale and some open and close-ended questionnaire items were administered to a sample of 221 girls and 121 boys who were selected by using multi-stage sampling method from four randomly selected government preparatory schools. One sample t-test, Pearson Product moment correlation, biserial correlation and descriptive analyses were employed on the data for tests of significance. The overall achievement score of the students was found to be lower than 50% (as per national criterion for promotion) at 0.05 level and their attitude towards mathematics was unfavourable (less than the test value of 60). Results of biserial correlations analyses indicated that liking mathematics and achievement in mathematics were moderately related (r = 0.399), interest to learn mathematics and achievement in mathematics were moderately related (r = 0.376) and also attention to learn mathematics and achievement in mathematics were moderately related (r= 0.368) at 0.05 level. It was found that attitude variability accounted the highest (54%) achievement variability among the students. It was concluded that attitude and achievement were highly and positively related (r = 0.731). Based on the findings, some possible suggestions were forwarded to students, teachers, parents, curriculum planners and Addis Ab~ba Education Bureau that would help to improve students' achievement in mathematics and raise their attitude towards the subject.Item Students' Interaction in Mathema Tics Classroom: The Case of Secondary Schools of Borena Zone, Oromia Region(Addis Ababa University, 2010-06) Tessema, Teshome; Areaya, Solomon (PhD)The purpose of this study was to investigate students' interaction in mathematics classroom, the factors which influence students' classroom interaction. Furthermore, it is intended to look for possible means of solving students' classroom interaction problems. Qualitative case study was employed to carryout this study. For this study three secondary schools were selected purposely. Then, four mathematics teachers and eight grade ten students participated in the interview. Four purposely selected classrooms were observed five times and fourteen students were involved in focused group discussion in three sections. Expecting them to give rich information to the researcher, teachers and students were selected purposively. Three instruments namely unstructured classroom observation, unstructured interview and focused group discussion have been employed to collect the necessarily data from the three purposely selected government schools of Borena zone- namely Abaya, Tore and Gerba secondary schools. Qualitative technique was used to analyze the data. The result of the study revealed that, classroom interactive activities were not implemented properly due to teachers' domination, teachers' lack of awareness to interactive activities, teachers' unfair treatment, lack of confidence of students and speaking experience in front of people, students' earlier experience and improper seating arrangement. Based on these findings and conclusion certain recommendations have been made to minimize the problem and to increase the interactive ability of students in order to develop learners' participation in mathematics classroom.Item Survey of Trainees' Attitude towards their Trainers' Competence in the Technical and Vocational Education and Training Colleges of Afar Regional State(Addis Ababa University, 2011-06) Gebremedhin, Mengistu; Areaya, Solomon (PhD)The purpose of this research is to investigate trainees' attitude towards their trainers' competence in the TVET colleges of Afar Region. To this end, a descriptive survey method were employed. To conduct this research four TVET colleges in the region were incorporated. From these TVETs 298 trainees, 23 trainers and four college deans, totally 325 respondents were included as a sample. The trainers and trainees were selected by using stratified random sampling techniques. Deans were selected by using purposive sampling techniques. To collect the necessary data questionnaires, interview and focus group discussions were used. The collected data were analyzed by using percentage, mean and descriptive statements. Based on the analysis made in the research the major findings were: The provision of the training was severely affected due to competence deficiencies of trainers. Beside this, the absence of the necessary input and administrative support were hindered the quality of the over all training. The recommendation made by this research include: the TVET teacher training institutions recommend to ensure the would be TVET teachers acquired the core competencies before graduation, and assess the competence performance of their graduates in the actual world of work, it is advisable that the Afar Education, Health, and Agriculture Bureaus recruit TVET trainers by preparing criteria on the nine competence areas and establish COC examination agency at the regional level to ensure the required standard, and the four TVET colleges recommended facilitate in service training and establish students council that works in negotiating and resolving trainees complaintsItem Survey of Trainees’ Attitude towards their Trainers’ Competence in the Techncial and Vocational Educaiton and Training Colleges of Afar Region(Addis Ababa University, 2011-07) Gebremedhin, Mengistu; Areaya, Solomon (PhD)The purpose of this research is to investigate trainees’ attitude towards their trainers’ competence in the TVET colleges of Afar Region. To this end, a descriptive survey method were employed. To conduct this research four TVET colleges in the region were incorporated. From these TVETs 298 trainees, 23 trainers and four college deans, totally 325 respondents were included as a sample. The trainers and trainees were selected by using stratified random sampling techniques. Deans were selected by using purposive sampling techniques. To collect the necessary data questionnaires, interview and focus group discussions were used. The collected data were analyzed by using percentage, mean and descriptive statements. Based on the analysis made in the research the major findings were: The provision of the training was severely affected due to competence deficiencies of trainers. Beside this, the absence of the necessary input and administrative support were hindered the quality of the over all training. The recommendation made by this research include: the TVET teacher training institutions recommend to ensure the would be TVET teachers acquired the core competencies before graduation, and assess the competence performance of their graduates in the actual world of work, it is advisable that the Afar education, Health, water and agriculture Bureaus recruit TVET trainers by preparing criteria on the nine competence areas and establish COC examination agency at the regional level to ensure the required standard, and the four TVET colleges recommended facilitate in service training and establish students council that works in negotiating and resolving trainees complaints.Item Teachers' Job Satisfaction and its Impacts on their Performances in Implementation of School Curriculum in Government Secondary schools of Addis Ababa Region(Addis Ababa University, 2009-07) Runde, Gashaw; Areaya, Solomon (PhD)The Purpose of this survey study was to investigate the perceived level of teachers' satisfact ion with some selected job facets and to determine the im pact of teachers' level of satisfaction on their perfo rmances of some se lected teaching and teaching related tasks. The study included 87 teachers (64 males and 23 fema les) from government secondary schools in Addis Ababa city Admini stration. The instruments of the survey were developed from literature reviews, and experiences. Questionnaire was employed to assess teachers' leve l of job satisfaction and perceived level of job performances. Statistical techniques such as reliability test, descriptive statist ics, Pearson Product moment correlation coefficient and regression analys is were used for the analys is of data. These statistica l analyses were carried out using SPSS. The result of the study revea led that teachers teaching in government secondary schools of Addis Ababa city were dissatisfied with their present salary and the society's view of teac hing and teachers' and most satisfied with their co-workers and the work itself. The teachers were found to be ave ragely sati sfi ed with the other job sati sfaction variables measure in the study. Teachers' demographic characteristics have no such significant effect on teachers' level of job satisfact ion and their level of job performances except sex and martial status have effects on some job performance variables. Regarding teachers level of job performances both teachers and department heads perceived that teachers were less performing in the areas of lesson presentation and commitment for student learning and better performing in planning lessons and in their professional characteristics. The result of analysis from Pearson correlation coefficient indicted that teachers' perception of the ir own performances were found to be more re lated with the ir leve l of job satisfaction than the department head perceptions of teachers' level of job performances. The results from the regression analys is showed that satisfaction with colleagues, recognition and ach ievements in schools were found to be significant predictors of planning lessons. Teachers' satisfaction with working freedom and working conditions were found to significant predictors of teachers' level of lesson presentation; teachers' satisfaction with recognition was found to be significant predictor of teachers' management performances and teachers' satisfaction with colleagues and recogn ition were found to predictor of professionalism characteristics. But, all the overall models of the regression analys is were found to be significant predictors of job perfonnances .