Browsing by Author "Dalachew, Fransua"

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    Leadership Practices and School Performance in Secondary Schools of Wolaita Zone (Southern Nation, Nationalities and Peoples’ Regional State)
    (Addis Ababa University, 2019-06) Dalachew, Fransua; Oumer, Jeilu (PhD)
    The research purpose of this study was to investigate Leadership style and Performance of Secondary Schools of Wolaita Zone. The study investigated principal’s leadership style based on the perception of teachers and principals self-rating about their leadership style. To investigate this topic a mixed methodology, that is, qualitative and quantitative design was employed. Qualitative data were investigated from interviews conducted with all school principals and 20 teachers purposefully selected from the secondary schools selected for this study. Quantitative data was investigated from the standardized questioners developed by Bas sin 1985 and was revised several times through subsequent research by Bass and Avolio (1995) to measure the transformational and transactional leadership styles. The quantitative data was analyzed by using statistical instrument SPSS version 20. The result of the study indicated that all principals in the selected secondary schools were male, 90% of them were Bachelor degree holders, averagely with ten years of service and aged between 31 – 40 years. It also revealed that 87% of teachers were male and 13% of them were female teachers indicating that the teaching profession is dominated by male teachers. The finding also indicated that, teachers of all sample secondary schools perceived that their principals frequently exercised transformational leadership style and fairly often practice transactional leadership style. The study also indicated that there is no significant difference in the self-rating of their leadership practice of both groups of principals. The study concluded that there is no difference in leadership style practiced by Grade 3 and Grade 2 school principals as to the perception of teachers. The study further indicated that effective school performance requires visionary leadership and it is the transformational leadership style that could result in effective school performance. The study also suggests that, in order to achieve effective school performance, principals has to be visionary, share their visions, mission and values with all stakeholders and implement and evaluate their performance timely. It also further suggested that those supervisors who evaluate the schools should give directions how to deal with different problems in school environment so that to achieve the desire goals by using a positive approach. Key Words: Leadership, Leadership practice, School performance
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    A Study of the Problems of First Cycle Primary School Teachers Trainning in Snnpr
    (Addis Ababa University, 2001-06) Dalachew, Fransua; Tadesse, Nebiyou (PhD)
    The basic aim of this study was to identifY the problems faced by TTIs of SNNPR in recruiting trainees, and trainers' quality and implementing practice teaching. Data on these variables were collected from 220 trainees and 60 trainers of Arbaminch and Bong teacher training institutes. The study employed descriptive analysis including t-test, comparing the means of responses and frequency analysis. The study results indicated that the recruitment procedure applied in the region doesn't focus on selecting applicants with good academic background and positive attitude towards the profession. It also indicated that most trainers are below the required standard to train in teacher training institutes. The experience and professional knowledge they have is not sufficient to work as trainer in teacher training institutes. The application of practice teaching also faced various problems and it doesn't provide adequate support to trainees. The trainers and teachers of primary school do not provide adequate supervision. The results also suggested that trainees and trainers recruitment be left to training institutes, the standard set regarding trainers be implemented and practice teaching be reorganized to make teacher education more effective.