Browsing by Author "Baraki, Zenebe(PhD"

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    Assessment of Teacher Work Motivation of Gambella Region: The Case of Secondary and Preparatory School In Gambella Town
    (AAU, 2021-08) Pidor, Gebe; Baraki, Zenebe(PhD
    The 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.
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    Challenges of Implementing Kindergarten Education Curriculum in Bole Sub City of Addis Ababa
    (AAU, 2020-08) Petros Adosa, Mellese; Baraki, Zenebe(PhD
    The 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 supports
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    College of Education and Behavioral Studies Department of Educational Planning and Management
    (AAU, 2020-10) Gebeyehu, Getahun; Baraki, Zenebe(PhD
    The 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.
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    College of Education and Behavioral Studies Department of Educational Planning and Management
    (AAU, 2020) Tefera Deressa, Abraham; Baraki, Zenebe(PhD
    The 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‘s dropout.
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    Community Participation in Material Resource Management in Primary Schools of Dawo Woreda, South-west Showa Zone
    (AAU, 2020-09) Kecha Seboka, Bekele; Baraki, Zenebe(PhD
    The 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 level
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    Practice and Challenges of Leadership in Leading Change in some Selected Government High Schools the Case of Addis Ababa City Administration
    (AAU, 2021-08) Demissie, Zelalem; Baraki, Zenebe(PhD
    The purpose of this study was to assess the practice and challenges of leadership in leading change among government secondary schools in Addis Ababa city Administration in relation to access and implementation of technology. The research in specific attempts to respond the questions of how does the application of support government secondary schools’ leaders in leading change; how learning management system is a challenge and how access of information technology is used in leading change in government secondary schools of Addis Ababa city administration. The design applied in the research was descriptive research design was selected to conduct the research. The research applied a mixed approach that combines qualitative and quantitative approach. For the data gathering questionnaire, semi structured interview and secondary documents were used as a primary and secondary data gathering. From the 10 sub cities found in the city the research focused on 4 sub cities. Again from the 40 schools found in the sub cities the research was done on the selected 20 government high schools and decided to have 200 respondents for the questionnaire to be distributed. Out of the 200 questionnaires distributed 183 were collected and analyzed in the research process. To analyze the data gathered through questionnaire and interview the researcher used using frequency count, percentage and mean. Microsoft excel software was used for data analysis. Meanwhile the data gathered through interview was reported in verbatim. For all the variables considered, mean values were taken for analysis and interpretation that is the practice and challenges of leaders to lead change was identified