Browsing by Author "Baraki, Zenebe (PhD)"
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Item Assessment of Teachers’ Motivation and Job Satisfaction in Government Secondary Schools of Bole Sub-City, Addis Ababa(Addis Ababa University, 2018-06) Mulushewa, Samuel; Baraki, Zenebe (PhD)The purpose of this descriptive study was to assess the motivation and job satisfaction of secondary school teachers in Bole sub city. A total of 69 respondents representing 25% of the 276 teacher population were selected randomly from six secondary schools. A lottery draw was made through a pre-numbered enrolled tickets coded separately for each school. In addition, 12 key informants (six principals and six vice principals for teachers’ development) were included. Thus, there were a total of 81 study participants. Data was collected through a self-administered questionnaire filled by teachers and a semi-structured interview conducted by the researcher with the key informants. Data were analyzed through SPSS version 20 software. Descriptive statistics mainly mean values and standard deviations were compared during analysis. Results were presented in frequency tables, bar charts and pie diagrams. It was found out that more than half of teacher respondents, 55%, were motivated. However, the prevalence of job satisfaction was low reported only by 48% of teachers. Findings also show that job security, having additional responsibility other than teaching, pride in the profession of teaching, social relations and CPD were among the motivating factors. By contrast, the current supervision and evaluation practices were alleged to be improper as reported by teachers. Moreover, feeling of inferiority, low income and working conditions were identified by teachers as dissatisfying factors. It was concluded that motivation of teachers in the study area was moderate while job satisfaction was low. Recommendations are finally made pertaining to policy implementation, further study and mechanisms to enhance the job satisfaction of teachers. Key Terms: Motivation, Job Satisfaction, Teachers, CPD, Secondary SchoolItem Assessment of the Contributions of Professional Teachers' Association in Promoting Quality Education in Teacher Education Colleges of Amhara Region(Addis Ababa University, 2008-07) Abera, Habtamnesh; Baraki, Zenebe (PhD)This study was undertaken to assess the level of contributions and major determinants to Teachers' Professional Association participation for the promotion of quality in education in Colleges of Teacher Education in Amhara Region. The main issues considered in answering the status of the association participation are related to teacher quality, professionalization, and program evaluation and research activities. Besides, answers to the other basic questions related to factors affecting the Association: its concern for educational and professional aspects, degree of its power (recognition), and its stakeholders' cooperation were sought for. To investigate this, a descriptive survey, incolporating the quantitative prescriptive was used. A total of 184 teaching staff of two colleges: instructors,4c1uster school coordinators (including the Association's committee members N=10), lab technicians and assistants, and 6 educational administrators (deans and vice deans) grouped as members and non-members of the Association, TPA 's representatives at zone and regional level, and educational personnel at zonal level were the subjects of the study. Purposive and stratified simple random sampling techniqiles were used to select the colleges and research participants (N=93) respectively. But, the Association 's committee members and college administrators were made to be included in the sample purposively. A set of questionnaire was used to collect data Fom the participants. Besides, interview with education personnel at college and zonal level, and TPA representatives at college, zone and regional level; and documentary anaZvsis of TPA plans, reports and administrative regulations at the aforementioned three levels were made for triangulation. Percentage, weighted mean, and chi-square test were the statistical tools used to analyze and intelpret the data obtained from the subjects. Results revealed that although the association participation in issues for teachers' quality (recruitment and promotion) and professioanlazation (discipline) was average, it was low in all the rest sub-issues raised. As the attempts to answer the questions related to the factors, the findings indicated that of the various factors respondents were asked to evaluate, the two seemed the major as well as very serious reasons put difficulties to the Association as most of them. These include lack of commitment and cooperation of its stakeholders and commitment for educational and professional aspects on its parI. Hence, concerned bodies of the Association Fom the colleges to the region level should have to do their best to secure good will cooperation of the Association stakeholders and the Association should also concern for educational and professional aspects alongside for teachers welfare.Item Assessment of Training and Development Practice and Challenges Of Ethiopian Textile Industry Development Institute(Addis Ababa University, 2019-06) Alebachew, Tesfaye; Baraki, Zenebe (PhD)Item Assessment of Training Practices in Commercial Bank of Ethiopia(Addis Ababa University, 2018-07) Kemal, Hamzya; Baraki, Zenebe (PhD)Employee training and development are becoming an increasingly important function of HRM as they help organizations to enhance human capital and compete in a rapidly changing business world. Moreover, it’s important to note that aligning an organization’s training scheme to its objectives and goals is very fundamental. Similarly, an evaluation is carried out to ascertain the current status of the organization’s training. This paper examined the status of training and development in Commercial Bank of Ethiopia in relation to its ties with the Bank’s objectives. The researcher raised three basic questionswhich were addressed at the end of the study. Data for the study was collected from employees and supervisors at the Bank’s Headquarter. The sample size was kept at 100 with an 88 percent response rate. Two types of questionnaires and a documentary analysis was applied as relevant data collecting tools. The data collected was properly sorted out to frequency tables and analysis was given under each domain of the questionnaires as well as the documentsretrieved from the bank for analysis. Findings also show that the employees approached for this study have a remarkably positive outlook on the relevance, applicability, objectivity, motivation, knowledgeableness, satisfactoriness and effectiveness of the trainings offered by the Bank. The Bank also has set out a training evaluation mechanism and has conducted some of them, however the evaluations were found to be limited in showing impacts of trainings in a full scale. Therefore, it is recommended in this research that CBE should consider conducting trainings in greater frequency than it currently does with balanced distribution to all employees and do extensive training evaluation to measure their effects.Item An Assessment on the Implementation of the Alternative Basic Education Program run by the Relief Society of Tigray (REST) in some Selected Weredas of Tigray.(Addis Ababa University, 2008-06) G/Tinsac, Tsegay; Baraki, Zenebe (PhD)The purpose 0/ the study was to assess the implementation 0/ the Alternative Basic Education (A BE) program run by the Relie/ Society 4 Tigray ( REST) in sOlne selected Weredas ofT/gray. The method emp loyed to conduct th e study was descriptive method. The sources of data Ii)!' the .\'tlldy were officials 0/ REST Wereda Education Office ( WEO) officials. officials of Regional Education Bureau (REB), parents and Centre Mano ge mel1l Co mmittee (CMC) memb ers. The data requiredfor the study were collected Ihmu).; h questionnaires, int ervie ll' i!,uided (juestions. docum en t analysis and through observations in three weredas where a loud (~/" 78 persons where involved. The findings of the study had revealed that the ABE program 0/ REST had increased enrolment /'{fte of students in the selecled weredas through active participation of the community in the program. Howe ve r, despite its notable achievements. some weaknesses were also identified These include ins ufficient training and inadequate monthly salary of facilitators in the A BE centers and scarcity a/instructional materials and schoolfacilities in th ese cent ers. In order {() solve th e critical prohlems identified through the study, certain recommendations were forwarded, that were considered to be helpji·t/fi)r all stakeholders involved in Ih e program. These include provision ()f adequate training programs and safar), increment schemes 10 jilci/ilfl/ors. IJJ'efloro/ion (? f' s<'f1(fJ'a/(' .\y!lohlls {///(//('Y//Jooks to A BE cente rs. /i(mish A IJI,' ceuters witli .I'II/Iiciel/t /ilci lities lillrl ('1///(/1/('(' lli(' I('(/('liil/~ - . . . . . leaming pmcess. th e wiele use o/theflexible approach o/the ABE pro!!,l'am , and so on.Item The Attitude of Instructors towards Their Performance Evaluation with Reference to haw Assa University(Addis Ababa University, 2007-03) Kinfu, Temesgen; Baraki, Zenebe (PhD)This study has been set out to focus on the attitude of instructors and technical assistants towards their performance evaluation with reference to Hawassa University. In order to accomplish the study, basic questions on their attitude towards the purpose, administration, face-to-face evaluation, students', colleagues', and department heads' evaluation, and the effectiveness of the evaluation instruments/forms have been raised to be answered . Descriptive survey method was employed to conduct the research. One sample t-test, one-way ANOVA, and mean comparisons were also used in the analysis. The study found out that instructors and technical assistants showed positive attitude towards such aspects as the purpose, administration, face-to-face evaluation. Moreover, the respondents demonstrated favorable attitude towards students' and colleagues' evaluation . In addition , the assessors included in students', colleagues' and department heads' rating instruments were perceived as appropriate, useful, and applicable by respondents. However, they showed negative attitude towards department heads' evaluation. Furthermore, Significant attitudinal variation among respondents towards the purpose of evaluation, students' evaluation and department heads' evaluations by qualifications were also the findings of the study. There were also significant attitudinal variation among respondents towards the administration of the evaluation and towards colleagues evaluation by teaching experiences. Finally, based on the findings of the study, the following recommendations were forwarded: • Faculties/colleges should provide adequate orientation to students about the purpose of faculty teaching performance evaluation. • Faculties/colleges should arrange training program to instructors and technical assistants on the purpose and administration of faculty teaching performance evaluation. • Faculties/colleges should continuously revise the assessors of the faculty rating instruments and include some standard open-ended questions that invite the evaluators to offer suggestions for improvement. • Training to department heads, about how to make effective evaluation, should be given and items concerning the academic aspect should be included in the department heads' rating forms. • Face-to-face evaluation should be applied so that instructors can get timely feedback about their strength and weaknesses from students. • Comprehensive research should be done at a national level by the MOE in collaboration with the universities of the country.Item The Attitudes of Teachers and Students Towards Using Plasma Television for Instruction in the General Secondary Schools of Bahir Dar Special Zone(Addis Ababa University, 2007-03) Akal, Getnet; Baraki, Zenebe (PhD)The purpose of this study was to assess the attitudes of teachers and students towards using plasma television for instruction in the general secondary schools of Bahir Dar special zone. To realize the purpose of the study, the necessary data were secured from 66 teachers and 374 students using a descriptive survey approach. A forty-six item attitude questionnaires (twenty-six for teacher respondents and twenty for student respondents) based upon the Likert Scale were administered. The data obtained through open-ended questionnaires, interviews (with school principals and zone education office head) and observations have been included in the analysis of data as pertinent information. Both qualitative and quantitative methods were employed. The data were tabulated, analyzed and interpreted using frequency percentages and chisquare. The findings showed that in both teachers' and students' responses, there was no statistically significant attitudi nal difference between the respondents favoring rating levels for using plasma television for instruction. The identified attitudinal difference in terms of sex and school variations of the respondents was found to be statistically nonsignifi cant. Moreover, the findings showed that factors affecting the attitudes of respondents were centered around the mode of presentation of TV teachers and inadequacy of televised teaching learning faciliti es/aspects. It was thus suggested that factors affecting the respondents' attitude should be considered so as to fac ilitate televi sed teachinglearning process.Item The Attitudes of Teachers and Students Towards Using Plasma Television For Instruction in the Generalsecondary Schools of Bahir Dar Special Zone(Addis Ababa University, 2007-03) Akal, Getnet; Baraki, Zenebe (PhD)The purpose of thi s study was to assess the attitudes of teac hers and s tud en ts towards usi ng plasma te levision for instr uction in th e general second ary sc ho o ls o r Bahir Dar special zo ne. To realize th e purpose of the study, the necessary data were secu red from 66 teachers and 374 students usi ng a descrip tive survey approach. A fo rty-six item att itud e questionnaires (twenty-six for teacher re sponden ts and twenty fo r student re spondents) based upo n the Likert Scale were administered. The data obtained through open-ended questionnaires, interviews (with schoo l principal s and zone education office head) and ob servat io ns have been in cluded in the analys is of data as pert inent information. Both qua li tative and quanti ta tive meth ods we re employed. The data were tabulated, ana lyzed a nd interp reted using frequency pe rcentages and chisq uare. The finding s showed th at in both teachers' and stud ents' responses, there was no statist icall y significant attitudinal difference between the respond ents favoring rating level s for us in g plasm a television for instruction. The id entifi ed attitudi nal difference in terms of sex and school variations of the respo nde nts was found to be statisti call y nonsignifi cant. Moreover, the fi nd ings showed that factors affecti ng the attitudes of re spond ent s were ce nt ered around the mode of presentation of TV teachers and inad equacy of televised teachi ng learning facilit ies/a spects. It was thu s suggested that factor s affecting the responde nts' attitude s houl d be considered so as to facilitate telev ised teachinglearnin g process.Item Challenges and Prospects of Alternative Basic Education Established by International Nongovernmental Organizations: The Case of Amhara and Oromia Regions(Addis Ababa University, 2009-02) Tadesse, Elias; Baraki, Zenebe (PhD)The mall1 pwpose of this study was to make an assessment of the Challenges and Prospects of Alternative Basic Education by International Non Governmental Organizations in the Amhara and Oromia Regions of Ethiopia. The study employed a descriptive survey method. Questionnaires, focus group discussion, key informant discussion and consultation of secondary data sources were used for data collection. Both random and purposive sampling was used to select sample respondents of the study at different levels. Regional, zonal and woreda Education offices of Amhara and Oromia regions , Country and project offices of sample INGOs and woreda administrations, capacity building and Finance offices were subjects of the study. Both qualitative and quantitative techniques were used for data analysis. Finally the study came up with the following major findings: ABE has improved access to basic education; quality of education was improved through improvements in the input side (textbook, training of ABE facilitators, community awareness raising, and capacity building at woreda levels); INGOs provided financial and teclmical support to woreda;, improved policy environment through advocacy; and the program was cost-effective for it used local resources available. However, its sustainability seems threatened by factors like less flexibility of the program in practice, less effort of woredas on finding alternative mechanisms of financing the program, relatively lower quality of education, high staff tum over, and high student dropout rates. In conclusion, the ABE program by INGOs has been contributing significantly towards achieving the MDG goals complementing the formal education system through creating access opportunity, improving quality and enhancing local capacity. Given the low net emolment rate in primary education, there is a need to enhance the cooperation further. There seems good policy framework which should be translated into practice through allocating adequate budget and other resources. On the other hand the program faces challenges of poor quality mainly linked to the capacity of teachers, limited institutional capacity related to human power, allocating budget, and using local resources. This demands further advocacy engagement with local governments from the INGOs.Item Factors That Determine Teachers’ Participation In Decision Making at Secondary and Preparatory Schools of Wolkite Town, Gurage Zone , SNNPR(Addis Ababa University, 2018-06) Abdo, Mamat; Baraki, Zenebe (PhD)The main objective of this study was to assess participation of teachers in decision making at secondary and preparatory schools of Wolkite Town, Guraghe zone, SNNPR. Descriptive research design is used. A questionnaire prepared with close ended and open ended items and five points rating scale was used to collect data .Interview and document review were made to complement the data. There were a total of 207 teachers and 5 principals in Wolkite Town. The data is collected from 62 teachers and 3 principals of 3 sampled schools which are selected using simple random sampling technique. Mean and percentage are used to analyze the data obtained through interview and document review are analyzed through word narration thus, the study indentified that teachers in secondary and preparatory schools of wolkite Town did not participate in decision making effectively .In addition, principals’ encouragement, democratic leadership and trustfulness is not sufficient. Besides, there are some inhibiting factors that affect teachers’ participation in decision making. From this finding some recommendations were addressed. i.e school principals ought to develop a culture of team work. They were not only support instruction but also match the desire for participation .Greater attention should be given by policy makers and concerned educational authorities to train school principals and refresh their knowledge and skills school principals ought to foster a democratic, cooperative and collegial climate with in schoolItem Human Resource Management Practices and Challenges: The Case of Misrak Polytechnic College(Addis Ababa University, 2017-01) Getaneh, Eyerusalem; Baraki, Zenebe (PhD)The purpose of this study is to identify the Human Resource Management Practices and Challenges in MisrakPolytechnic College. In this study the researcher attempted to show the human resource management practices which are process of recruitment, practice of human resource development, reward and punishment practices, equal opportunity practices, diversity management, retention, evaluation and termination system in Misrak Polytechnic College. While checking the human resource management practices, the researcher also tried to find out the major challenges of Human Resource Management and the recommended solutions in the future. As sources of information trainers, the Dean and Assistant Dean, HRM manager and two officers were selected. From total population of trainers 120 were selected through random sampling out of 238 and 83 questionnaires were completed and returned. 5 administrators were selected for interview through purposive sampling method. Instead of supporting the collected data, the researcher made document analysis on HRM concerned areas. The results of open ended items of the questionnaires and interviews were presented through descriptive statement. From the data collected, it can be concluded that there is lack of rising awareness of HRM policies for employees, The HRM practices of Misrak Polytechnic college needs to be revised and rules and directives are to be seriously applied andhigh turnover rate, weak personal filing and discipline system are the major challenges of Misrak Polytechnic College. Based on the conclusions given above, Its recommended to that the college administrators and stakeholders to take extraeffort in creating awareness about the college HRM policy and to reassemble the HRM department with HRM professionals. The other recommendation to be raised for the Misrak Polytechnic College is that it is better to change the leadership style into managerial style as the discipline issues are getting worse from time to time.Item The Implementation and Challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa(Addis Ababa University, 2018-06) Redi, Fedlu; Baraki, Zenebe (PhD)The purpose of the study was to assess the implementation and challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa. The research approach was a mixed design. The specific type of the design was concurrent method. Regarding preschool policy data were gathered from national ECCE documents. Concerning implementation data were collected from 147 main and assistant teachers, 11 principals, 20 Education officials and 27 parents. Five sub cities and 11 kindergartens were selected using cluster and stratified sampling technique, respectively. To make the study cohesive, only Woredas administering the selected Kindergartens were systematically included. Participants of the interview (Principal, Parents and Education officials) were selected using purposive sampling. Participants of questionnaire (main and assistant teachers) were selected using available sampling technique. Data collected from kindergarten were analyzed using integrated analysis technique. Data collected from Education offices was analyzed using descriptions and thematic analysis technique. Finally, the result was compared with data obtained from ECCE documents to check if the policy is implemented accordingly. The finding of the study showed that ECCE policy emphasized only on the access. In the majority of the centers facilities were not adequate and teaching process didn’t centralize Children with special needs, student text book was unavailable, majority of teachers were below diploma level, how PTA organized varies from KG to KG, Health and Nutrition of children was not given attention, the annual school program terminates in two terms, majority of the centers’ site was not suitable. On the other hand, no coordination among the three organizations (MoE, MoH and MoWA), integrated service was not delivered at grassroots level, there is no preschool experts in the sub Cities Education offices, all centers were under administration of elementary schools, in the main office of Education Bureau there was no ECCE department. At last it is concluded that, though significant progress has been achieved, there are still a continuing challenges that impede the implementation of the Preschool Education program. Finally, it is recommended that: Preschool Education policy needs to be revised, Education Bureau needs to facilitate training for all ECCE staffs. Revision of curriculum need to be carried out including reshuffling of the number of terms. In addition, attention needs to be given for local games (ground play). Sub cities need to have structure for ECCE experts at office level. It is also recommended to strengthen ECCE technical committee at all levels. Furthermore, Education Bureau is recommended to establish a continuous professional development center equipped with full educational input in which teachers regularly share their experience. Key words: ECCE, Preschool, Implementation, Policy, challenge, kindergartenItem The Implementation of Continuous Professional Development Portfolio in Primary Schools of Boneya-Boshe Woreda, East Wollega Zone, Oromiya Region(Addis Ababa University, 2018-09) Bayissa, Belay; Baraki, Zenebe (PhD)The researcher’s purpose of conducting this study was to assess the practices of CPD portfolio in professional development of primary schools in Boneya-Boshe Woreda. To realize these purposes, five basic questions were asked. To address these questions the descriptive survey designwas employed. Five (5) educational office experts, 5 principals and 2 vice principal were selected by available sampling technique and 5 schools and 43 teachers were selected by simple random sampling technique. Quantitativedata were obtained through questionnaire from 43 teachers in five primary schools. For interview data it was done with 5 principals and 2 vice principals, and 5 woreda education officers, focus group discussion with 5 lead teachers and also from document analysis. The interview and document analysis were conducted to cross check the information obtained through questionnaires. The quantitative data were organized, tallied, and tabulated and then analyzed by using percentages and descriptive statements. The qualitative data were analyzed as they were understood by the researcher. The results of data analysis’ and interpretation indicated that poor training, insufficient knowledge of lead teachers, lack of support and motivation and lack of follow-up activities from the relevant educational authorities and lack of commitment and initiative on part of the teachers have affected teachers in using portfolios for the improvement of classroom instruction. Due to major limitations mentioned above, the participants lacked abilities and knowledge to reflect on their plans, were unable to show the process of learning activities and the evidences in changing their practices and students’ performance in their portfolios, lacked ability to identify the purposes of assessment and evaluation methods to assess the progress of students as well as teachers and were unable to use the feedbacks provided to teachers for the contribution of enhanced learning. These were the major problems of teachers observed in this study. Therefore, it is apparent that the practices of portfolios have very little contribution in enhancing the CPD activities and quality of education. No teaching methods and different activities had been observed in their portfolios which led the students to think critically and solve problems. On the basis of these major findings, conclusions were made in chapter five. Finally, recommendations were suggested.Item The Leadership Effectiveness and Organizational Performance of Gog Woreda Education Office, Gambella Regional state.(Addis Ababa University, 2018-06) Oman, Oleng; Baraki, Zenebe (PhD)The purpose of the study to understand the effectiveness leadership affect positively on organizational performance.. The methodology adopted both qualitative and quantitative approaches. The source of data both primary and secondary source of data primary source department head of education and school principal and secondary source of data reports documents and other written materials. which was selected by simple random sampling technique. 20 department head and 62 school principals The instrument of data collection face to face interviews and structured questionnaires were used The researcher selected employees from different individuals to represent the different groups of employees of Gog to get diverse views in leadership and their relation to organizational settings. The procedures data analysis generated interview were qualitative nature and also were analyzed through interview thematic analysis. The collected form questionnaires were quantitative nature and by used percentage to analysis the data. The researcher discovered the leadership actions and consequences of the leader’s actions for followers, organization stakeholder and organizational performance. Those are the dependent variables organization performance and the independent variables of leadership styles questions (Transformational, Transactional and laissez-faire) were used to measure the perception of respondents. The research findings Transactional leadership style was the most practiced by the head of office in the woreda education office mean that reward and punishment was practically. Managing organizations in a way that is consistent with environmental variables is having in the culture of the people, their needs and value preferences. The challenges such as lack good office equipment, insufficient funds, poor work environment and others are some of the variables that hamper the performance of the organization. The researcher concluded that the organization performance was poor lack of effective leadership. Basic those case I recommendation The organization to be effective Accountability for any decision should be consider mean that check your decision very well and also alignment the employee to achieve the mission and the goal of the organization. Keywords: Effect, Effectiveness, Employees, Leaders, Leadership, Organization, PerformanceItem The Linkage between Teachers' Training Colleges and School Cluster Centers on Continuous Professional Development of Teachers in Oromia Regional State(Addis Ababa University, 2007-07) Gudeto, Tesfaye; Baraki, Zenebe (PhD)The main pUlpose of this s tudy was to investigate the status of teachers' CPD program and, the degree of the linlcage between TTCs and CRCs, and to give recommendations for its improvement. The study was conducted on the samples drawn from CRCs, primary schools, WEO, ZED, and TTCs in Oromia Regional State. Three of the TTCs were randomly selected from six colleges that similarly pel/onn CPD practices. Six school cluster centers from the towns and another six from. l11ral woredas were randomly selected. Two primary schools from each school cluster were selected using pwposive sampling technique. Four groups of respondents, namely; mentees, mentors, directors and coordinators of CPD at different hierarchical echelons were included in the study. Questionnaire, interview, and personal observations were used to collect the necessary data. The collected data were analyzed using statistical tools like p ercentage, mean, ttest, one way ANOVA and post hoc comparison of means. The results of the study indicated that the re was lack of responsible body to manage the CPI{ and the lin/cage between TTCs and CRCs, and their linkage was loose. In addition, the involvement of most of the CPD providers at school, CRC and Woreda level was almost partial. Regarding the training techniques or strategies, only li'mited number and type of them were employed; however, teachers have benefited from those scanty trainings. Teachers were interested to participate in the training, mostly, to get financial and material benefit more than the knowledge of the subject matter and the teaching methodology. Moreover, the competence and commitment of some of the CPD stakeholders was low. There was also absence or lade of clear guideline; materials, competent coordinators, and absence of assigned personnel to manage the program. The recommendations include: training the supervisors and assigning responsibilities, improving the linkage between TTC and the CRC through preparation and provision of films and training materials using cost sharing mechanism, involving different stakeholders to malce them provide financial, material, and technical support and providing incentives like salary increase for both the mentees and mentors.Item Major Issues and Problems of Full-Day Schooling in Second Cycle Primary Schools of Addis Ababa(Addis Ababa University, 2009-06) Getachew, Samson; Baraki, Zenebe (PhD)Countries have employed different alternative models of schooling in their school systems and also altered from one to the other in times, most commonly from half-day to full-day schooling. In the case of Ethiopia, Addis Ababa City Administration has launched its effort to realize such alteration in primwy schools since academic year 1999E.C. With scarcity of resources of the country, employing fiill-day schooling would have significant implications on the provisions and achievement of primary schooling. Taking these all into account, this study was carried out to assess the major issues and problems of fiill-day schooling in second cycle primary schools of Addis Ababa. It surveyed the benefits and challenging factors of the schooling model along with its implications on the internal efficiency and educational equity in schooling. In order to attain its objective, descriptive survey method was employed. The study was conducted in six governmental primary schools sampled from two sub-cities of Addis Ababa; namely, Kirkos and Akaki-Kaliti. Sub-cities, schools, teachers and students were selected using multistage sampling techniques. The main sources of the data were teachers, students, principals, Parents-Teachers Association (PTA) representatives and Kebele 's educational team leaders. Questionnaires were administered to 65 teachers and 273 students sampledfrom the respective schools. Semi-structured interviews were conducted with a principal and a PTA representative of each sampled school and two educational team leaders from the sub-cities selected. Besides, document review and direct school observation were also conducted to secure additional information on the basic questions of the study. The sequential exploratory research design was employed to collect and analyze quantitative data first, qualitative data next and finally to interpret the entire analysis of both types of data. Frequency count, percentage and mean were used to analyze the quantitative data through the use of Statistical Package for Social Studies (SPSS) for Windows. One-sample T-test was used to compare class sizes and weekly teaching loads of respondents to the target set by Addis Ababa Education Bureau and Ministry of Education (MOE). The qualitative data were analyzed using focus by question approach. Accordingly, the major findings of the study revealed that lengthening school day was considered as the least determinant of effectiveness in the schools, three-fourth of the respondents confirmed that fUll-day schooling contributed to better students' behaviors and performance, the majority of parents have very narrowed view on the benefits of the schooling, the schooling has contributed to increase in drop-out rate of 5 -8 grade students in the schools, half of the teacher respondents rated the effect of the schooling as "high" to exclude children with economic problems from school and the practices of the schooling were found to be entangled with economic problems of students and inadequacy of school facilities and services and as a result, increased students' absenteeism and truancy. On the basis of the conclusions drawn from these findings, the researcher recommended that parental awareness and involvement need to be enhanced, students with economic problems should be supported either through school feeding program or material supports, mounted political, financial and material commitment is required to improve school facilities and more importantly, it is highly commendable to investigate the implications that the schooling model can have on achieving the development goals of the country.Item Major Managerial Problems of General Secondary . School Principals in SNNPRS(Addis Ababa University, 2008-07) Kinfe, Seyoum; Baraki, Zenebe (PhD)This study was conducted to oplore the major managen"al problems encouTltered by geneml secoTldary school pn'lI cipals in SNNPRS and to fonvard possible recommendatioTls. To this effect, de scn'ptiue research method was employed. Questionllaires were used as data gathering tool. The data were collected from two zones aTld one special woreda of the region using purposive sampling teclmique for riley had more untmined pn"ncipals rlWlI others. In rile sample study areas, eight general secondanJ schools were s elected by 10ttenJ sampling technique. A total of 151 teachers, 13 pn"ncipals and 41 woreda education officers were included as subjects of the study using by availability sampling. The data tabulated were analyzed with tile help of percentage, mean, weighted mean, chi-square test and t-test. The findings of the study revealed out tlwt GSSPs in the study areas were lIot qualified . Besides, they did not have s ufficient trainiTlg to run the schools. Funller more, they were assigned by WED. Due to the s e, untrained principals fa ced many problems. For illstaTlce, marwgement fUTlctions (planning, s taffing, alld reportillg) were rarely practiced. More oue r, they lacked appropn"ate alld rele vant sk.ills to carry out their day to day activities. Specifically, teachers were not interested by management styles of pn'ncipals; parents, NGOs and employers w ere not motiuelted to participate in the school activities; and the attention given by those pn"ncipals to professional d e velopment was minimal. 11111S, van"ous interventions are important to save the endange red school manageme nt. Accordingly, the appointment of school pn"ncipals should be on the basis of profession and principals slwuld be trained and qualified before they become prin.cipals .Item Practice and Challenges Of Kindergarten Education in Woreda 12 Bole Sub City of Addis Ababa(Addis Ababa University, 2019-06) Talegeta, Bezawit; Baraki, Zenebe (PhD)As education is a key for growth and development of nations, a Preschool is an important phase where children are prepared for primary school and helped to develop their senses and learning. Pre-primary school Education is an area which needs special attention since it is a place where it helps to build foundation for the children’s successful life-long learning. Consequently, the sub sector has a profound impact on the consecutive educational achievements of the children’s long-life. Hence this study is conducted on the issue of “Practice and Challenges of Pre-School Education In woreda 12 of Bole Sub- City of Addis Ababa”. The study has investigated research questions; those emphasize on the appropriateness and conduciveness of the teaching materials, appropriateness of preschool curriculum for children’s overall development, adequacy of professional human resources, and the extent to which a supervision system is adequate. The practices are assessed through main determinant factors which include: the physical and learning environment that encompass the materials used for children holistic development, curriculum guideline, teaching learning methodology, assessment used to engage and follow up, health and nutrition, the relationships with parents and community, administrative issue. The study was conducted by using questionnaire, interview and observation; 66 principals, teachers and parents were drawn for the study through using simple random sampling and the questionnaire were distributed and collected personally by the researcher. It was distributed to eleven kindergarten principals, thirty three teachers and twenty two parents. Interview was conducted with AACGEB and Bole sub-city preprimary education professionals. To analyze the data, frequency and percentage have been used to investigate the research questions. The study has also identified challenges like, shortage of trained manpower, parent’s limited support to children’s development, government insufficient support, unavailability of textbooks, shortage of input materials, and lack of decision making body like board of directors for managing KG are some of the threats that could blur the good start. Generally emphasis should be given to the sub sector since it is a foundation for competent future citizens. Depending on the findings of the research some recommendations are suggested so as to impose suggested solutions.Item Practice and Challenges of School Principals in Creating Conducive Teaching Learning-Environment in Private Secondary Schools in Bole Sub-City, Addis Ababa(Addis Ababa University, 2018-06) Aragie, Seyoum; Baraki, Zenebe (PhD)The main purpose of this study was to assess practice and challenges of school principals in creating a Conducive teaching Learning-Environment in Private secondary schools in Bole Sub city Addis Ababa In order to meet the objectives of the study; a descriptive survey design was employed. From the total population of 370 teachers, 21 supervisors, and 42 principals were selected using systematic sampling technique for this study. Questionnaires, interview and document analysis were used for collecting data. The data obtained through the questionnaires were analyzed using frequency, percentages, mean, standard deviations and t-tests. The information obtained through interviews was qualitatively analyzed to supplement the quantitative data. The findings revealed that parents involved in the formulation of school policies, Rewards special efforts by teachers with special opportunities for professional recognition, whole staffs participate in important service activities, teachers facilitate time to talk informally with students and other staff members, the school send students’ progress reports to parents frequently in a year, the school gives reward for students who do superior or work with formal reward, the school principal let the parents to involve in discipline issues, school principal involve parents to give financial support for the school, school principle organize student councils which encourages the students to participate in the school leadership, school principal uses information and feedback from teachers to motivate students for their best academic performance, school principal involves and works cooperatively with teachers in making and implementing the school rules and regulations. The researcher concluded that for secondary school students to be effective, the environment needs to be conducive for learning. The teacher staff and administration relation came out to be the most effective stimulant for creating conducive teaching learning environment, Quality of education is vulnerable when students attend in schools that are poor policy, over crowded with various activities, unsafe, noisy and poorly supplied with facilities like the place where Khat house present, Shisha and etc. Therefore, in order to tackle those problems it is recommended Intensive work should be done to eradicate the problems especially by giving a better emphasis on internal and external environmental problems and illegal drug usage; Principals should give attention in light its positive impact upon the better teaching environment in the community, teachers and students relation. By cooperating with the community and concerned officials, principals should work to avoid Khat house, Shisha Bet, illegal drug smugglers from the school surrounding.Item The Practice and Problems of Human Resource Trajning and Development: A Comparative Assessment of Unity University and St. Mary's University College(Addis Ababa University, 2009-06) Abbawa, Haileleul; Baraki, Zenebe (PhD)The purpose of this study was to assess the practices that have been carried out by Unity University and St. Mary's University College in training and development of their academic staff during the pas t five years, and also to investigate those factors that had been constraining such endeavors. To this effect, the comparative survey research method was employed. Questionnaire, interview and documentary analysis were used as instruments of data collection. Data were collected from 95 randomly selected academic staff (50 from UU and 45 from SMUC). In order to get sufficient data, human resource managers and Academic Vice Presidents of the two institutions were also interviewed. Gathered data were analyzed employing both descriptive (frequency counts and percentage) and inferential (Chi-square test) statistics. The findings of the study revealed that the two institutions did not have a separate training and development department .Most of the programs in UU were dominated by formal education programs and there were less emphasis given to short term trainings and in the case of SMUC, the practice was vice versa. On the other hand, it was observed that SMUC has a relatively good practice of conducting academic staff needs assessment although it 'was mostly done by top level managers alone in the two institutions. The study also revealed that the training and development activities of UU were guided by training and development policy where as SMUC did not have the policy. There were no well developed evaluation schemes in both institutions by which the achievement of program objectives and outcomes can be evaluated. Besides, the strategic plan of the two institutions were found to be clearly defined but their training and development plans were not incorporated in to departments' plan as well as to the strategic plan of the institution. Nevertheless, the available limited practices of designing and implementing training and development programs had been hindered by lack of top management. commitment, adequate budget, absence of training and development department, current government regulation on the post graduate and PhD programs and low support from the MoE, turnover after completing formal education programs, and attitude of the academic staff towards short term training. In light of these findings, the following recommendations are forwarded. Firstly, needs assessment practice of the two institutions has to involve all stakeholders and should be done at organizational, individual and job level. Secondly, SMUC should prepare training and development policy and both institutions should well communicate the policy to the academic staff Thirdly, both institutions should design a scheme by which the out come of the program can be evaluated. Fourthly, both institutions should incorporate their training and development plans in to each department, faculty, and more comprehensively to the institutions' strategic plan. Lastly, in order to overcome problems that constrained their efforts, attention should be given to increase management commitment and organize their training and development activities in to a separate department, MoE and HERQA should offer different short term and formal education (post graduate and PhD) programs to academic staff of the institutions, UU should giving attention to short term trainings in addition to strengthening the formal education programs offered to the academic staff, and SMUC should evaluate trainees' reaction for a program before implementation so that corrective actions can be taken.