Browsing by Author "Baraki, Zenebe"

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    Influence of Performance Appraisal on Teachers’ Competency and Motivation: the case of Private Secondary Schools in Bole Sub City- Addis Ababa
    (Addis ababa univeresty, 2016-06) Gebre-Meskel, Yosef; Baraki, Zenebe
    The 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. Theresearcher 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 standards.
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    Leader Role Behavior of Senior Secondary School Principals in Ethiopia
    (Addis Ababa University, 1992-06) Baraki, Zenebe; Shibeshi, Ayalew (Ass.Prof)
    This 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.