Browsing by Author "Befekadu Zeleke"

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    An Assessment of Teachers' Motivational Schemes and its Implementation in Government Secondary Schools of Lemi Kura Sub City
    (Addis Ababa University, 2025-05) Maru Akalu; Befekadu Zeleke
    This study aimed to assess the motivational schemes and their implementation for teachers in government secondary schools within the Lemi Kura Sub-City of Addis Ababa, Ethiopia. Employing a mixed-method research approach, both quantitative and qualitative data were collected through questionnaires, interviews, and document reviews. A total of 123 questionnaires were distributed, with a response rate of 96%. Participants included teachers, principals, and supervisors selected using simple random and purposive sampling techniques. The research design was descriptive in nature, focusing on the current status of teacher motivation, the extent of motivational scheme implementation, the challenges encountered, and the impacts on teacher performance. Quantitative data were analyzed using SPSS (version 22), employing descriptive statistics, while qualitative data were interpreted through thematic analysis. Findings revealed that teachers demonstrated high commitment to their tasks, though they perceived the motivational schemes—particularly financial incentives and fair promotions—as inadequate. The main challenges identified were insufficient budget and a lack of supportive working environments. Despite these challenges, the study confirmed that teacher motivation positively affects their creativity, job satisfaction, retention, and ultimately, student academic performance. The study recommends the development of more structured and equitable motivational schemes to enhance teacher performance and overall school effectiveness.
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    An Assessment of Staff Perception on Leader’s Leadership Style and Effectiveness at United Nations Economic Commission for Africa
    (Addis Ababa University, 2018-07) Tsigereda Tessema; Befekadu Zeleke
    This research was conducted mainly to assess the dominant leadership style of UNECA. On top of this, the research also aimed to assess the perception differences between the leaders and the subordinate about the leadership styles as well as the leadership outcomes of effectiveness by the leader’s self-evaluation and subordinate evaluation. The study used descriptive survey design. Data were gathered from 231 respondents out of 260 sample from the population 771 employee which was selected by using proportionate stratified random sampling techniques. The Multifactor Leadership Questionnaire (MLQ-5x) was the instrument used for the data analysis. SPSS used for the data analysis, descriptive statistical indexes like frequency, percentage, mean, standard deviation and descriptive inferential statistics t-test used. The findings further revealed that the dominant leadership style of UNECA was Transactional Leadership style followed by passive avoidant Leadership style than transformational Leadership style. The research also showed that there was a perception difference on the leadership style of the leaders and in overall leadership outcomes of effectiveness. The effectiveness of leadership outcomes was low. Based on the result of this research, it was recommended that leaders at UNECA should adopt transformational leadership style. following transformational leadership style leads to minimize the perception gap of leadership styles of leaders and also it leads to get organizational effectiveness in to high.
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    An Assessment of The Contribution of Human Resource Information System In Human Resources Management at Addis Ababa City administration Education Bureau
    (Addis Ababa University, 2019) Tsegay Atsibeha; Befekadu Zeleke
    The purpose of this study was to assess the contribution of HRIS in human resource management throughout recruitment, selection, training and development as perceived by Senior HR Executives of Addis Ababa City Administration Education Bureau. In this study a descriptive survey research design was employed for this study the researcher used systematic sampling and simple random technique Data collected through different tools and paired questionnaires were analyzed and interpreted both quantitatively and qualitatively. The quantitative data that were obtained through questionnaires was coded, tallied, tabulated, organized and treated with different statistical techniques for analysis and inferences. More specifically, different statistical tools like, frequency counts, mean average, weighted mean values, percentages, standard deviation was calculated using software called SPSS version 20 to compare one set of scores to another. Thematic analysis was carried out for information obtained through interview and document analysis to enrich the quantitative data obtained and finally analysis of the questionnaire were made based on the five-point Likert scale. As the results of the findings indicated in average more than 75% of the respondents disagreed on the issues raised on all items showed the HRIS was not practiced. the evaluation of the recruitment and selection process has not done in the organization with the help HRIS therefore the system has not played a vital contribution in recruitment and selection processes in the organization. With regard of the training and development because of the organization has not used HRIS for training and development functions, it is not specifically known whether it minimizes the cost or not for the organization. All group of respondents negatively agreed on this issue of management and decision-making process of the organization over all human resource planning and management functions with mean score of 2.05. An indication of another potential problem was revealed in the answers to open-ended questions on the survey seeking additional feedback. Frequently mentioned by the respondents was the need for more training on the system. Since the training was given to very few and selected persons among them majorities are already resigned from the organization, so they do believe that additional and better training would lead to better results. In addition to these responses in my interview showed that the city administration education bureau was not the fully owner of the program whereas its owned by MoE, thus lack of the sense of ownership by itself create big problem and only a focal person was assigned and there was lack of follow up and proper monitoring and evaluation and feedback. On top of this the delivery of the training for the selected staffs and the way how those employees selected was also another source of problem in the practical implementation and consequently lead to loosing of the proposed benefits and the contribution of HRIS AEB expecting to its overall Human Resource Management. As per the responses of the open ended questions and the interviews held with some of the staff and top level management members of the organization, they were not found practically implementing HRIS in their organization. Finally the solutions they used to overcome the major challenges by the Addis Ababa City Administration Education Bureau was to wait for the coming new software and its implementation that was prepared by the city administration office for all the bureaus. In doing so the city administration education bureau already select participants for this new program The study concludes that HRIS as a tool is an excellent tool for Human Resource management (HRM). It enhances and contributes a lot in the identification of unfilled positions accurately and analyzes each job position with its title in an organization. It also provides insight into organizational training needs, selects the right persons to be trained and evaluates the effectiveness of training and development programs, it plays great roll in recruitment and selection but has the challenges of available trained man power, lack of ownership, high turnover of those trained employees the way how the first time training was delivered administered i.e that is more of theoretical than practical.
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    An Assessment of The Contribution of Human Resource Information System In Human Resources Management at Addis Ababa City Administration Education Bureau
    (Addis Ababa University, 2020-11) Tsegay Atsibeha; Befekadu Zeleke
    The purpose of this study was to assess the contribution of HRIS in human resource management throughout recruitment, selection, training and development as perceived by Senior HR Executives of Addis Ababa City Administration Education Bureau. In this study a descriptive survey research design was employed for this study the researcher used systematic sampling and simple random technique Data collected through different tools and paired questionnaires were analyzed and interpreted both quantitatively and qualitatively. The quantitative data that were obtained through questionnaires was coded, tallied, tabulated, organized and treated with different statistical techniques for analysis and inferences. More specifically, different statistical tools like, frequency counts, mean average, weighted mean values, percentages, standard deviation was calculated using software called SPSS version 20 to compare one set of scores to another. Thematic analysis was carried out for information obtained through interview and document analysis to enrich the quantitative data obtained and finally analysis of the questionnaire were made based on the five-point Likert scale. As the results of the findings indicated in average more than 75% of the respondents disagreed on the issues raised on all items showed the HRIS was not practiced. the evaluation of the recruitment and selection process has not done in the organization with the help HRIS therefore the system has not played a vital contribution in recruitment and selection processes in the organization. With regard of the training and development because of the organization has not used HRIS for training and development functions, it is not specifically known whether it minimizes the cost or not for the organization. All group of respondents negatively agreed on this issue of management and decision-making process of the organization over all human resource planning and management functions with mean score of 2.05. An indication of another potential problem was revealed in the answers to open-ended questions on the survey seeking additional feedback. Frequently mentioned by the respondents was the need for more training on the system. Since the training was given to very few and selected persons among them majorities are already resigned from the organization, so they do believe that additional and better training would lead to better results. In addition to these responses in my interview showed that the city administration education bureau was not the fully owner of the program whereas its owned by MoE, thus lack of the sense of ownership by itself create big problem and only a focal person was assigned and there was lack of follow up and proper monitoring and evaluation and feedback. On top of this the delivery of the training for the selected staffs and the way how those employees selected was also another source of problem in the practical implementation and consequently lead to loosing of the proposed benefits and the contribution of HRIS AEB expecting to its overall Human Resource Management. As per the responses of the open ended questions and the interviews held with some of the staff and top level management members of the organization, they were not found practically implementing HRIS in their organization. Finally the solutions they used to overcome the major challenges by the Addis Ababa City Administration Education Bureau was to wait for the coming new software and its implementation that was prepared by the city administration office for all the bureaus. In doing so the city administration education bureau already select participants for this new program The study concludes that HRIS as a tool is an excellent tool for Human Resource management (HRM). It enhances and contributes a lot in the identification of unfilled positions accurately and analyzes each job position with its title in an organization. It also provides insight into organizational training needs, selects the right persons to be trained and evaluates the effectiveness of training and development programs, it plays great roll in recruitment and selection but has the challenges of available trained man power, lack of ownership, high turnover of those trained employees the way how the first time training was delivered administered i.e that is more of theoretical than practical.
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    An Assessment of the Contributions of Alternative basic Education to Primary Education (Grade 1-8) In Afar Region
    (Addis Ababa University, 2010-06) Anwar Ahmed; Befekadu Zeleke
    The main purpose of this research was assessing the contributions of ABE to primary education in terms of access, equity, efficiency, relevance and quality. The method employed to conduct this study was descriptive survey. Regional Education BureQl/ and Woreda Education Office officials and concerned experts, facilitators, the parents around the ABEs and 2 MOE experts were used as sources of data. To this end, the main contributions of ABE in terms of access to education, improvement in equity and internal efficiency were assessed. In addition, relevancy of ABE curriculum to the pastoralists and the level of quality of ABEs were also examined. The necessary data for the study was collected through questionnaires, inten1iew, focus group discussions, observation and dacument review. The study was conducted in six randomly selected Woredas of Afar region. A total of 90 respondents, namely 2 MOE, 6 REB, 23 WEO, 20 facilitators and 39 community members have participated. The data analysis method used in the study was texhlal analysis and statistical tools. The findings of the study revealed that: Although ABE has a positive impact and helped to reach more pastoralists than the formal schools, illness of students and mobility of the pastoralists during dry season in search of water and paSh/re increased dropout rate, especially girls; parents also showed preference towards Quranic teachings f or their daughters, ABE was considered as an inferior education by the parents and their reasons were the contents of the text book and the length of time spent by children in schools; inadequate educational inputs, facilitator's motivation and absenteeism, low qualification of facilitators were identified as quality problems. The major conclusions drawn from the study were: ABE played a very important role in ensuring education to the pastoralists; although ABEs are established nearer to the communities, mobility makes it difficultfor most parents to send their children, especially girls, to school; the drop out is found to be very high due to drought and illness of children, Inadequate educational inputs and low educational qualification of facilitators. Finally, the study recommended: lQl/nching feeding programme, providing incentives for female students, recruiting more female role model faCilitators and applying flexible school calendar to increase access, improve equity and reduce dropouts. Revisiting the curriculum will ensure relevance and increase competitiveness of ABE students in grade 5. In order to improve the quality of ABEs; increasing the frequency of supervision, providing the necessary educational inputs, increasing the salary and minimum qualification and more training to the facilitators to make teaching career attractive to the natives
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    An Assessment of The Contributions of Alternative Basic Education to Primary Education(Grade 1-8) In Afar Region
    (Addis Ababa University, 2010-06) Anwar Ahmed; Befekadu Zeleke
    The main purpose of this research was assessing the contributions of ABE to primary education in terms of access, equity, efficiency, relevance and quality. The method employed to conduct this study was descriptive survey. Regional Education Bureau and Woreda Education Office officials and concerned experts, facilitators, the parents around the ABEs and 2 MOE experts were used as sources of data. To this end. the main contributions of ABE in terms of access to education, improvement in equity and internal efficiency were assessed. In addition, relevancy of ABE curriculum to the pastoralists and the level of quality of ABEs were also examined. The necessary data for the study was collected through questionnaires, interview, focus group discussions, observation and dacument review. The study was conducted in six randomly selected Woredas of Afar region. A total of 90 respondents, namely 2 MOE, 6 REB, 23 WEO, 20 facilitators and 39 community members have participated. The data analysis method used in the study was textual analysis and statistical tools. The findings of the study revealed that: Although ABE has a positive impact and helped to reach more pastoralists than the formal schools, illness of students and mobility of the pastoralists during dry season in search of water and pasture increased dropout rate, especially girls; parents also showed preference towards Quranic teachings for their daughters, ABE was considered as an inferior education by the parents and their reasons were the contents of the text book and the length of time spent by children in schools; inadequate educational inputs, facilitator's motivation and absenteeism, low qualification of facilitators were identified as quality problems. The major conclusions drawn from the study were: ABE played a very important role in ensuring education to the pastoralists; although ABEs are established nearer to the communities, mobility makes it difficultfor most parents to send their children, especially girls, to school; the drop out is found to be very high due to drought and illness of children, Inadequate educational inputs and low educational qualification of facilitators. Finally, the study recommended: launching feeding programme, providing incentives for female students, recroiting more female role model facilitators and applying flexible school calendar to increase access, improve equity and reduce dropouts. Revisiting the curriculum will ensure relevance and increase competitiveness of ABE students in grade 5. In order to improve the quality of ABEs; increasing the frequency of supervision, providing the necessary educational inputs, increasing the salary and minimum qualification and more training to the facilitators to make teaching career attractive to the natives
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    Barriers to Women’s Participation in School Leadership in Gambella Regional State: The Case of Secondary Schools in Gambella Town
    (Addis Ababa University, 2018-10) Nyamat Kuey; Befekadu Zeleke
    This research explores barriers to women’s participation in school leadership in Gambella town. The researcher employed both qualitative and quantitative approaches with single case studies design. For the purpose of this research, female teachers had been considered as unit of analysis. Moreover, purposive sampling and simple random sampling were used in collected data. Data were collected from teachers, directors, experts and other key informants. In-depth interview and focus group discussion were conducted. Moreover, questionnaires were distributed to respondents. Three secondary schools were selected for study. In the selected three secondary schools, 42 respondents were selected as sample through Yamane (1967) formula. Qualitative data were analyzed through thematic analysis while quantitative data were analyzed through SPSS. The study revealed that lack of education contributed to women low participation in school leadership. It further indicated that socio-cultural, socio-economic, women self-efficacy, institutional barriers and the criteria used by the authority in selecting women to leadership positions are among the barriers that led women to have low participation in school leadership in Gambella town. It was also recommended that national initiative is needed to raise awareness on girls-child education. There is need to consider external forces that affect female teachers apart from office work. Women need to be economically empowered. There is need for civic education to strengthening women’ self-efficacy. Affirmative action is needed for female teachers in secondary schools. Further researches need to be conducted on female related issues. Keywords: women leadership, school leadership, Gambella town, barriers to leadership
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    Challengesand Achivements of Business Process Reengineering (BPR) Implementation in Education Offices of West Shoa Zone, Oromia Regional State
    (Addis Ababa University, 2014-09) Bayisa Negeri, ; Befekadu Zeleke
    The objective of the study was to assess the challenges and achievements of business process reengineering (BPR) implementation in Education Offices of West Showa Zone. The assessment attempted to examine the extent of business process reengineering implementation. To attain these objectives, a descriptive survey design was used. Leaders, Process owners and job performers at Woreda Education Offices and Zone Education Office were the major source of data in the study. Total 88 persons were contacted for the study, i.e. 67Job performers and 7 Leaders from Woreda Education Offices, 9 Job performers, 5 Process owners and 1 Leader from Zone Education Office. The data gathering instruments include questionnaires, interviews and document analysis. All the close-ended questions of the questionnaires were analyzed quantitatively using frequency count, percentages, average mean, standard deviation and t-test. Besides, the data obtained from open-ended questions and interviews were transcribed to supplement the quantitative data. The study revealed that the communication made in the process of BPR implementation of the Education Offices was poor. On top of this, follow up and monitoring was getting looser and job evaluation system was not clear and fixed. Furthermore, the study found out that problem related to value and beliefs, in effective process redesign, lack of resource and IT problems were the major challenges encountered in the implementation of BPR in the Educational Offices. Therefore, it was concluded that unless proper full scale implementation, monitoring and evaluation were conducted and appropriate measures and strategies were timely taken and put in place, the challenges occurred during implementation impede the system’s transformation efforts underway in the education offices. Finally, recommendations were made based on the results of the study
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    Conflict and Its Management Styles: Teachers, Students and Principals Perceptions, the Case of Kolfe Keranyo Sub-City Government Secondary Schools of Addis Ababa
    (Addis Ababa University, 2014-06) Berhanu Tuji; Befekadu Zeleke
    The purpose of this study was to investigate conflict and its management styles: Teachers, students and principals perceptions, the case of Kolfe Keranyo Sub-City Government Secondary Schools of Addis Ababa. The study attempted to identify the major sources of conflict, perceptions of conflict, frequently used CMS. In order to attain the objective of the study, a descriptive survey design was materialized. Data were gathered from 240 respondents (i.e. 58 teachers, 144 students and 30 administrative staff).Questionnaires and interview were the instruments used for data collection. The data gathered were analyzed using various statistical tools such as frequency, percentage, mean, standard deviation, One-way ANOVA and Post Hoc test. The computed data affirmed that disciplinary problems ranked as the first major source of conflict in the schools. Age-similarity among teachers, students and administrative workers including principals, and sexual harassment were rated as the second & third conflict generating factors in the study area. Apart from this, the collected data through open-ended question and interview asserted that principal(s) were not effective in handling disputes. The finding of the study further showed that majority of the respondents’ perceive conflict as bad, negative and destructive that must be avoided rather than managing conflict for benefit. Compromising was the first frequently used conflict management style in the schools under study. The second most prevalent style was avoiding followed by accommodating, collaborating and dominating consecutively. The ANOVA as well as the Post Hoc multiple comparisons test asserted that there was a statistically significant difference in the use of accommodating, compromising and collaborating styles among the three groups. Above all, the study unveiled that the importance of contextual and/or indigenous conflict management mechanisms such as social committee, 'sheemagilies', group-networking, etc. in alleviating conflicts were to some extent put into practice in the schools. As a concluding remark, since school culture is dynamic which is built by people with different family backgrounds, learning experiences and seeing & managing things from their point of view regardless of others, members of school community should accept the inevitability of conflict that could not be avoided at all. Despite these loopholes, principals encountered with frequent disputes and handled it according to their personal feelings and skills. Therefore, it is recommended that seminars, discussions, and symposia should be organized for members of school community on communication aspects, diversity management and conflict resolution strategies by Woreda Education Office, Sub-City Education Office and Addis Ababa Education Bureau
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    Conflict Causes and Management Between Teachers and Principals in Government Primary Schools of Kuyu Woreda, North Shewa Zone of Oromia Regional State.
    (Addis Ababa University, 2023-06) Erena Dadi Kene; Befekadu Zeleke
    The purpose of this study was to examine conflict generating factors between teachers and principals in Government primary schools of Kuyu Woreda, North Shewa Zone. To attain the objectives of the study, descriptive research designs, quantitative and qualitative research approach was used. The study was carried out on six Government primary schools that were selected using simple random sampling technique. A total of 142 respondents: among teachers, principals, supervisors, PTA and Teachers association chairman from Kuyu Woreda North Shewa Zone of oromia Regional State. Questionnaire, interview and document analysis were the instrument of data collection. Mean and Standard deviation were used to analyze quantitative data and qualitative data were analyzed by organize, summarize and interpret then by narration. Based on the result of analysis, the majority of teachers hasseen as conflict badly and should be minimized while principal’s perceived conflict as good when managed effectively. The result of the study further revealed that conflict has bothconstructive and destructive outcomes in the Schools. The study concluded that, poor performance evaluation, difference in values, difference in believes and attitude, poor working conditions and inappropriate reward system were the cause of Conflict. In addition to these , disagreement in direction, unfair distribution of task, lack of clear authority structure, hinder in decision making and reluctant on professional commitment were among the major cause of conflicts. The points that suggested as recommendations were: principals should seek to address interpersonal conflict before they foster or develop in to serious problems and the educational management board should organize workshops, seminars, and conferences from time to time to educate and aware teachers and principals on work ethics consequences of conflicts.
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    Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools of West Wollega Zone
    (Addis Ababa University , 2020-06) Solomon Hailu; Befekadu Zeleke
    In Ethiopia, women‘s proportion in leadership positions is very limited relative to their male counterparts in status posts in general and educational leadership in particular. The general objective of this study was to assess the factors that affect women’s teachers’ participation in educational leadership in secondary schools of the West Wollega zone. A descriptive survey study with a mixed research approach was employed. That means, data obtained through the close-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while those obtained through open-ended questionnaires and interviews and document analysis are analyzed qualitatively. Totally 184 respondents were selected as samples. School leadership quality is among the biggest factors ensuring high-quality student learning worldwide. Women's school leaders develop greater interactivity with children, helping them achieve greater engagement with learning and better results. The majority of the participants perceive those in principalship positions to have both feminines of masculine characters while one-third of them said that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of the female teachers include this study never aspired for leadership positions at the beginning of their careers. Additionally, choosing from issues involved in recruitment and selection about nearly half of the respondents said that it is the attitude of recruiters is the most influential. While one-fourth of them claimed that the criteria for recruitment are not clear and understandable while some of them said that ‘caring for children’ takes the upper hand for them, as a barrier to enter leadership positions followed by ‘getting married’. From among the personal barriers ‘educational background’ and ‘Childhood background’ of female teachers had taken the lead in influencing factors. Based on the findings it is recommended that policymakers, city Administration officers and immediate supervisors assert gender-sensitive issues in the making of policies to hire or promote principals to higher educational levels
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    Factors Affecting Female Teachers Participation in School Leadership in Government Secondary School in Arsi Zone of Oromia Regional State
    (Addis Ababa University , 2021-09) Sultan Usman,; Befekadu Zeleke
    The purpose of the study was to search out the factors that affect female Participation in secondary school leadership in Arsi Zone. To realize these purpose three basic questions related to major factors that effect on female teacher’s participation in school leadership were raised. The study employed a descriptive survey design that involves the use of both qualitative and quantitative methods in data gathering and analysis. Data was gathered from both primary and secondary sources. Primary sources were 115 female teachers, 14 school Leaders (principals vice principals and Supervisors) five Woreda education heads. Purposive sampling technique was employed to select female teachers from nine government secondary schools and Simple random sampling technique was employed to select school leaders at school levels and Woreda education heads at woreda levels. The findings of the study indicated that the involvement of female teachers in educational leadership seems to show an insignificant increment each year in the last three years. There are different factors that have narrowed female teachers from participated in secondary school leadership. These factors are related to institutional Personal and Cultural. As institutionalfactor,implementers have minimal knowledge of policies that could empower women in affirmative action, most of the educational leadership positions are occupied by males in schools so that females couldn‘t get opportunities to show their talent, there is no available special support for female teachers, educational institutions have no official effort to make females active participants and lack of women role models in educational institutions affects participation of other women aspiring for leader. As Personalfactor,Women’s responsibilities of family child bearing and taking care of home affect their participation in leadership,because of their low self-perception the confidentiality of female on their ability, qualification and experience is lowand because of school far from their homes, female are reluctant to accept educational leadership.AsCulturalfactor,Cultural attitude of our school society was not encourages women to assume on key educational leadership positions and most people still having attitude and perception that decision making power rests with men. In line with the above findings it was recommended that the Woreda, Zonal education offices and regional education bureau should properly implement the strategies and affirmative action and should to establish mechanisms to enhance the capacity of female school leaders by providing constant training, making clear policies of the school in line with strategies of the ministry of education
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    Factors Affecting Females' Participation in Leadership Positions at Addis Ababa University
    (Addis Ababa University, 2016-07-01) Berhan Solomon; Befekadu Zeleke
    The main purpose of this study was to investigate factors that affect women's participation in leadership positions at Addis Ababa University and identify possible strategies that can be used to enhance women's participation. A descriptive survey design was used to conduct the study.Data were collected fi'om six colleges of the University using questionnaires, interview guides and document analysis. Both qualitative and quantitative data analysis methods were applied. The participants included 98 females and 24 males. The respondents were selected using stratified random sampling and purposive sampling methods for both the women and male managers. The findings from the study suggested that in Addis Ababa University women 's participation in key decision-making positions is still minimal. The finding showed that the major factors that hinder women 's participation in leadership and decision making positions in the University are various and observed interrelated. In the university only one women has been appointed as vice-president position in the past 60 years, there are no female deans of colleges out of 14 positions, and out of 46 only two women were serving as deans offaculties. The study further revealed that, of the forty one directors of the institutes in the university only two women have got/en the chance to be a director, and of the ten heads of research in the university no female were assigned as a directors. According to this study there are several factors at the personal, institutional, socio cultural and family factors preventing qualified women from ascending to senior positions in university. At the personal level such factors like lack of confidence and, at the institutional level political appointments and unclear promotion criteria, in case of social factor men get social support than women and dominance of male networks and alliances, in case of family related cases lack of Psychological/intellectual/emotional support from family were among the major ones.
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    Factors affecting females’ participation in school leadership in Government primary schools of Lemoworeda, SNNPR.
    (Addis Ababa University , 2020-06) Tsegaye Mamo Kebede; Befekadu Zeleke
    The main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadership
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    Factors Affecting Students’ Academic Achievement of Public Secondary Schools in Burayu Town
    (Addis Ababa University , 2022-03) Belay Gonfa; Befekadu Zeleke
    The overall objective of the study is to assess the main factors that influence the academic achievement of students in public secondary schools of Burayu Secondary School, Dire Secondary School and Burka Nono Secondary School. To achieve this, the researcher employed descriptive survey research design because it is suitable to describe academic achievements by large number of the student in the schools of understudy. Purposive and simple random sampling techniques were employed to select appropriate samples for the study. Accordingly, simple random sampling for student and teachers, purposive sampling technique was used for principals, student parent teacher association and zonal education officer. The sample consists of 350 students, 90 teachers 3 principals, 2 teacher parent association members and 1 Zone educational officer. Close-ended types of questionnaire were administered to students and teachers whereas key informant interview and focus group discussion were applied to principals, student’s parent, teacher association, and zonal educational officer. Then, the collected data was analyzed using descriptive statistics and narration depending on context of the gathered data. The findings of the study revealed that school facilities and learning equipments by students, students’ learning and study habit, teachers’ interest and preparation to teach were the major challenges among schools under study. In addition, socio-economic status, educational background and an employment condition of the family, have greatly affected students ‘academic achievement. Based on the finding, summary, and conclusion were drawn. In addition, the researcher forwarded recommendations for stakeholders. Students shall take responsibility of their learning to attain good result in their future life, government, ministry of education, Oromia regional education bureau, the schools, governmental and nongovernmental organizations that work on improving quality of education shall fulfil learning equipments like textbooks, reference books, laboratory equipments, computer centre and digital library for their students. Finally, parents should follow up their children learning progress regularly.
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    Factors Affecting the Participation of Women in Leadership in Secondary Schools of East Wollega Zone
    (Addis Ababa University, 2021-09) Fikadu Merga; Befekadu Zeleke
    This study aims at analyzing specific factors affecting women participation in educational leadership in selected public secondary schools in East Wollega Zone. To conduct this study, a descriptive survey design was employed. The participants of this study were 130 selected by using purposive sampling techniques. Out of these 95 participants are teachers. Twenty women included from teaching staffs to get more insight from females, four principals, four vice principals, three officers from woreda education office, and four school supervisor. Data were collected by using questionnaire, interview and document analysis. Both quantitative and qualitative data analysis were employed in order to reach at the result. Later on data were cleaned, coded, fed in and analyzed by using SPSS version 20 as a tool that helps for descriptive analysis of the data. The findings of the study revealed that school leadership seems as if it is mainly kept for men alone. Among the various reasons for low female participation in school leadership social factors, sex role stereotyping has deterring effect as these issues label females as weak and dependent, not as leaders in a family or community. Female teachers’ involvement in school leadership is at its very low. This is mainly influenced by social factors that give lower position for females due to sex role stereotyping. Moreover, there is a tradition that dictates women role as caregivers at home, giving them more burden at home providing them with less time to invest in school leadership. Women also face severe discrimination from institutional side due to organizational culture and structural problems than what men face. Women has shown less personal aspiration in seeking for leadership position
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    Factors that Hinder Teachers to Conduct Action Research in Secondary Schools: Guto Gida Woreda in East Wollega Zone in Focus
    (Addis Ababa University, 2023-06) Amanuel Feyera; Befekadu Zeleke
    The purpose of this study was to investigate factors that hinder teachers to conduct action research in secondary schools of Guto Gida District, East Wollega Zone, Oromia Regional State, Ethiopia. To attain the objective, descriptive survey design was employed. A total of 96 participants were included in the study through simple random sampling technique. Data was collected from the research participants through questionnaire, interview and document analysis. The data collected through the questionnaire was analyzed via descriptive statistics using SPSS version 20. On the other hand, the data collected through interview was transcribed, coded and categorized based on the similar themes that were repeatedly said during the interview. Accordingly, the result of the study showed that the participants of the study held relatively positive and favorable beliefs about doing action research in schools. They believed that doing action research was part of their teaching and learning practices, and it helps them self-reflect on their teaching practices, gain a better understanding of their teaching practices, develop their profession, increase their students’ achievement, and above all it ensures quality of education. However, in spite of their positive beliefs, it was investigated that the teachers did not involve actively in the preparation and execution of action research. The teachers rarely conducted action research to improve their teaching and learning practices. The support given by school principals to teachers was also found to be law. The result of the study also showed that there were various challenges that hindered the effective practice of action research in the secondary schools under the study. These challenges included: absence of financial and material support, being overloaded, lack of motivation of teachers, absence of research culture in the schools, lack of suitable working environment, insufficiency of reference materials, absence of training for teachers, lack of integration among the stakeholders, inadequate evaluation, and above all there was less commitment of school governing bodies regarding the practice of action research in the secondary schools. Therefore, the Ministry of Education should provide schools and teachers with the necessary moral, material and financial supports to do action research in schools. Key Words: Action Research, Beliefs and Factors
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    Gender Difference in principals’ Leadership Effectiveness of Government Secondary Schools in Arada Sub City of Addis Ababa.
    (Addis Ababa University, 2025-06-01) Yimesgen Gizaw; Befekadu Zeleke
    The purpose of the study was to investigate the difference in leadership effectiveness between male and female principals. The study specifically focused on examination of the difference in leadership styles of transformational, transactional and laissez- faire leadership style across male and female principals by indicating the leadership style most dominantly adopted by each gender. The study was conducted in six governmental secondary schools found in the Arada sub city. The study sampled population of 190 teachers and 75 non-teaching staff in questionnaire and 6 principals, and 5 high school supervisors in interview. All the principals and high school supervisor were chosen by availability sampling while the teacher and non-teaching staff were selected by simple random sampling method. The study employed an explanatory sequential mixed research design that consist of quantitative and qualitative methods. In quantitative analysis, descriptive survey was used to compute mean and standard deviation whereas inferential statistics such as independent t test (compare the mean of the leadership styles across gender) and moderated regression (predict the effect of gender on the relationship between leadership style and leadership effectiveness) The finding of the study indicated that significant difference existed between female and male leaders related to most of the transformational and transactional leadership styles and no significant difference existed between female and male principals related to almost all activity under laissez- faire leadership style. Therefore a great attention should be advocated to educational concerned bodies at each stage to identify strength in both female principals and male principals help to complement the strength in one gender to another to optimize leadership effectiveness through different programs such as in-service training and principal department programs
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    Human Resource Development Practices in Government Secondary Schools in West Hararghe Zone, Oromia Regional State
    (Addis Ababa University , 2021-08) Hailu Nigussie; Befekadu Zeleke
    The main objective of this study was to assess human resource development practices in Government secondary schools of West Hararghie Zone. To achieve this, a descriptive survey research design was employed. Questionnaires, interviews, and document analysis were used as tools of data collection. Primary and secondary sources of data were used. The school documents such as employee portfolios, schools strategic plans, and reports were used as a secondary data source. The data were collected from 210 secondary school teachers selected by simple random sampling, 20 principals and 10 supervisors were also selected by using availability sampling while 10 Woreda Education Office deputy heads were selected purposefully. Descriptive and inferential statistics such as Frequency, Mean, SD and t-test were predominantly used to analyze the data. Finally the findings’ of the study indicated that the schools have HRTDP, done well on career & organizational development and performance appraisal. However the result revealed the absence of the systematic needs assessment, unclear objectives of TDP, absence of clear and transparent TD criteria for selecting trainees and contents. The practice of preparing and implementing TDPs had been constrained by allocation of insufficient time, lack of adequate budget, selection of inappropriate trainees and contents, inadequate training and development program, and absence of monitoring and evaluation. Based on the findings, it concluded that; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education leaders fail to measure the effects and benefits of the TDPs. Finally the study recommended that, appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education offices
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    The Impacts of Literacy Skills on the Economic Empowerment of Housemaids in Addis Ababa city Administration
    (Addis Ababa University, 2014-06) Alemnew Embiale; Befekadu Zeleke
    The contribution of literacy skills for economic empowerment for housemaids in Addis Ababa City Administration The purpose of this study was to examine the impacts of literacy skills for economic empowerment of housemaids in Addis Ababa city Administration . Both quantitative and qualitative research methods were employed. The sources of data were both primary (beneficiaries, facilitators and project coordinator) and secondary (documents). To draw sample , both probability (stratified and simple random sampling) and non proba bility sampling techniques were used. Then, data were gathered through questionnaire 120, interviews (semi-structured) 21 and document analysis. Finally, the data were analyzed using both quantita tive (frequencies and percentages ) and qualitative data analysis techniques. Following these procedures, the study has revealed the following findings: literacy skills were conceived differently by the project workers and beneficiaries ’ i.e. while the project workers view literacy as the acquisition of the 3Rs, the beneficiaries focused on the functionality of the literacy skills. And, the incentives given to them were found to be inadequate compared with their tasks. In addition, the project used literacy materials prepared by education bureau for teaching children to teach the young people and the activity of the project in the area of creating literacy environment was very weak. The changes observed on the lives of beneficiaries as the result of joining the project were insignificant, except the changes in the life skills. Besides, participants ’ frequent absenteeism and the mismatch between what the learners want to learn and what the project want to teach were found to be serious challenges. It was concluded that the understanding of project regarding literacy was very out dated and as a result it failed to train and motivate facilitators and most significantly, failed to consider the wonderful needs of its beneficiaries economically. Therefore, it has been recommended that the project need to develop the more recent understanding of literacy, its approaches and the existing gap between the needs and priorities of the project and beneficiaries must be filled to empower economically