Browsing by Author "Dawit Mekonnen"

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    A Psycho Social Impact of Pretrial Publicity on Court Decision Making in the Case of Bole Sub City.
    (Addis Ababa University, 2025-05) Hanna Yibrah; Dawit Mekonnen
    This study examines the influence of pretrial publicity (PTP) on legal decision making among lawyers such as judges, prosecutors, criminal investigators as well as senior law students in Ethiopia. I interviewed 200 people with a formal questionnaire to learn about how what we heard from media news— fact-neutral, fact-negative, and sensational reports—impact on Lawyers judgments of crime and criminal justice, the emotions they feel, what they remember, and how confident they are. Studies showed people are more likely to make a decision on a guilty verdict and then feel more confident when compared to when they’ve heard either no news, or positive news. Fear was found to be the most powerful emotion for driving sense of guilt beyond reasonable doubt and shock made people surer of their decisions. It's absolutely mind-boggling how even people with legal training can be manipulated by the emotion kremlin in the media. These findings indicate that, with enhanced judiciary educations, ethically responsible media policy and media literacy for Ethiopia, a fair trial will be had. Tags: Pretrial publicity, legal professionals, emotional bias, media framing, legal judgment. Keywords: Pretrial publicity, legal professionals, emotional bias, media framing, legal judgment
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    The Contribution of Integrated Functional Adult Literacy To Social Capital Development In Adult Learners: Kirkos Subcity of Addis Ababa City Administration
    (Addis Ababa University, 2016-06) Daniel Chamebo; Dawit Mekonnen
    The purpose of this study was to assess the contribution of Integrated Functional Adult Literacy to Social Capital Development in Adult Learners at Kirkos Sub-city of Addis Ababa City Administration. The study used descriptive survey design. For the survey, two Woredas were selected by using simple random sampling technique. Data gathering tools were questionnaire, semi-structured interview guide and focus group discussion. The questionnaire was employed to generate quantitative information from adult learners. Qualitative data were collected by using interview and focus group discussion with adult learners to triangulate the quantitative data. In addition, Woreda education office officers, experts, coordinators, and facilitators were interviewed using availability sampling through questionnaire. A total of 68 adult learners from Woreda five and 48 adult learners from Wereda six were selected by using simple random sampling technique and, 2 officers, 2 coordinators, 2 experts, and 4 facilitators were included by using availability sampling technique. The data were analyzed with the use of one-way survey analysis. The major finding was that adult literacy and numeracy program significantly helped adult learners develop strong trust, build relationship and create social networks. However, data from respondents disclosed that there were gaps in collaboration of stakeholders in creating opportunities to adult learners so that they continue to access resources after completion of the program. It was also observed that there were challenges of having sustainable life after completion due to lack of resource and opportunity in the Woredas that needs to be tackled to make social capital development outcome more successful
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    Correlates of Marital Satisfaction among Mickyliland Condominium Residents: Religiosity, Conflict Resolution Styles, and Love Expression in Focus
    (Addis Ababa University, 2024-06) Jemila Goshu; Dawit Mekonnen
    This study investigates the relationship between religiosity, conflict resolution styles, love expression, and marital satisfaction among Mickyliland condominium residents using a cross sectional descriptive design. The data is collected from 339 samples of whom 33% was male and 67% female with 38.77 mean age and 12.91 mean duration of marriage. The findings reveal that 83.3 % of respondents feel moderate level of marital satisfaction with mean value 52.06. A significant positive relationship exists between religiosity and marital satisfaction. Positive problem-solving conflict resolution style shows a significant moderate positive relationship with marital satisfaction, while conflict engagement, self-protection, and acceptance styles exhibit a significant negative relationship. 14.6% of the variance in marital satisfaction can be explained by religiosity, conflict resolution styles and demographic variables while positive problem solving, being female and having a diploma were the only statistically significant predictors. Love expression through verbal communication, practical activities, gift-giving, and accommodating spouse preferences significantly contributes to marital satisfaction. Overall, the study underscores the importance of positive problem-solving and love expression in enhancing marital satisfaction beyond the influence of religiosity and demographic factors. Key words: Marital Satisfaction, Religiosity, Conflict Resolution Styles, Love Expression
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    Digital Altruism and Social Intelligence Relationship among youth: Case of Addis Ababa University
    (Addis Ababa University, 2025-06) Betelhem Tesfaye; Dawit Mekonnen
    students through structured questionnaires. Descriptive statistics used to analyse demographic variables, while Pearson correlation and multiple linear regression were employed to examine the analytical power of each component of social intelligence on digital altruism. The findings reveal that social skills and social awareness are significant positive predictors of digital altruism, supporting the first two hypotheses. However, social information processing did not show statistically significant relationship with digital altruism, suggesting its influence may be mediated by other psychological or contextual variables. The study also found that most participants were between in their 20 - 22 years old, female students are more likely than male students to engage in digital altruism, and students in later years of university exhibit higher levels of digital altruism than those in earlier years. Platforms such as TikTok, Instagram, and YouTube primarily for entertainment and educational purposes use. These results contribute to the understanding of how different aspects of social intelligence shape prosocial behaviours in digital contexts. It highlights the importance of nurturing social emotional competencies in youth as a way of promoting ethical and empathetic digital engagement. The study concludes with recommendations for educators, policymakers, and digital platform developers to integrate social intelligence training into university curricula and digital literacy programs
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    Facilitation of Student Teachers’ Reflective Practice during Microteaching and Practicum in Hawassa College of Teacher Education
    (Addis Ababa University, 2024-06) Demekash Asregid; Dawit Mekonnen
    This research explores the promotion of reflective practice among student teachers at Hawassa College of Teacher Education. It investigates the effectiveness of feedback and the dynamics of interactions between teacher educators, mentors, tutors, and student teachers in fostering reflective practice during both micro teaching and school practicum phases. Utilizing a case study design, the research employed unstructured observations, focus group discussions (FGD), semi-structured interviews, and document analysis to collect data from a diverse group of participants, including teacher educators, student teachers, mentors, and tutors. In total, three teacher educators and six student teachers were interviewed, 18 student teachers participated in FGDs across three groups during micro teaching, and another set of six student teachers, three tutors, and six mentors were interviewed, with six student teachers also participating in FGDs during the practicum phase. Thematic analysis was applied to the data collected. The findings revealed that during micro teaching, teacher educators struggled to effectively facilitate per-service teachers' reflective practices using various feedback methods. The absence of feed-forward, coupled with the use of phonological feedback and inappropriate evaluation criteria, hindered the per-service teachers' engagement in reflection. This limitation affected their ability to engage in three types of reflection: reflection on action, reflection for action, and reflection in action. The study also identified obstacles such as limited time for micro teaching, organization of micro teaching activities in course modules, and inconsistent evaluation standards. Similarly, during the practicum, supervisors and tutors predominantly provided one-directional feedback, positioning themselves as experts and reducing student teachers to passive feedback recipients. This approach limited student teachers' opportunities for per- and post-exercise reflection and focused on identifying deficiencies rather than fostering higher-level reflective practices. The study identified obstacles such as mentor and supervisor training, collaboration between practicum supervisors and mentors, shortage of time, and space for reflection during practicum. The research concludes with recommendations to view micro teaching as an integral component of on-campus teaching practicums, to allocate sufficient time for these activities, and to provide training for teacher educators on effective feedback methods. Additionally, it emphasizes the importance of mentor training, the need for collaboration between teacher education colleges and practicum schools, and the arrangement of adequate time and space for student teachers to practice and receive feedback. A model for facilitating reflective practice in teacher education is proposed, highlighting the necessity of careful planning in both on-campus and practicum activities to develop student teachers' reflective practices effectively. The study's insights underscore the significance of facilitating reflective practice during microteaching and practicums for student teachers. Keywords: Reflective Practice, Microteaching, Practicum, Mentoring, Feedback
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    Knowledge and Intention to Report Child Sexual Abuse among Harawacha Primary School Teachers at Melka Bello Woreda, Oromia
    (Addis Ababa University, 2024-06) Yebichaye Yeshitila; Dawit Mekonnen
    Studies have identified various interpersonal and social factors affecting suspected child sexual abuse. However, attitudes to reporting, subjective norms, and perceived behavioral control as influencing teachers' intention to report child sexual abuse are still scarce, showing knowledge gaps concerning teachers' role in disclosing child sexual abuse cases. Particularly, despite many child sexual abuse cases, no study yet attempted to examine child sexual abuse cases in eastern Harerghe including Harawach town. This study employs quantitative research methods to collect and examine attitude, subjective norm and perceived behavior control as teachers' intention to report child sexual abuse. Survey participants were selected using stratified random sampling techniques (N=181). The research utilized a questionnaire as a data collection instrument. Correlational and hierarchical regression analysis approaches were employed to analyze data. Findings indicated that all teachers' attitudes to reporting, subjective norms, and perceived behavioral control were positively and significantly associated with teachers' intention to report child sexual abuse. The Findings from hierarchical regression analysis showed that subjective norm, perceived behavioral control, and the number of children significantly predicted teachers' intention to report child sexual abuse. The study concludes that enhancing perceived behavioral control and creating facilitating norms can improve teachers' intention to report CSA. This study has an important contribution to various stakeholders working on child rights protection by providing insight for developing prevention and early intervention strategies for the victims of CSA. This study also contributes to the child protection literature and theory of planned behavior. Keywords: Child sexual abuse, Reporting intention, Educator awareness, Subjective norm, Perceived behavior, Attitude
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    Magnitude and Determinants of Primary Cesarean Section Among Women who Give Birth At 37 & Above Weeks of Gestational Age in three Teaching Hospitals of Addis Ababa University in Addis Ababa, Ethiopia: Cross Sectional Study
    (Addis Ababa University, 2024-09-16) Dawit Mekonnen; Mahlet Yigeremu; Dawit Desalegn
    Background: The use of cesarean section has expanded to low-, middle-, and high income nations along with notable advancements in clinical obstetric care and better surgical procedure safety. According to Ethiopia Demographic and Health Surveys (DHS), the national population-based cesarean section rate climbed from 0.7 percent in 2000 to 1.9 percent in 2016, with rises throughout seven of the country's eleven administrative areas. Studies done in Addis Ababa public hospitals showed that the rate of cesarean section ranges between 21% and 38%. The rate of primary cesarean sections, however, has never been researched and no data is available. To lower this concerning cesarean section rate, it is crucial to look at decision-making processes and put in place a safe prevention strategy for primary cesarean section practice, as advised by the American College of Obstetricians and Gynecologists and the Society for Maternal-Fetal Medicine in their obstetric care consensus recommendation. Objectives: To assess the magnitude and determinants of primary cesarean section among women who gave birth at term in three teaching hospitals of Addis Ababa University in Addis Ababa, Ethiopia. Methods: A hospital-based cross-sectional study was conducted from January 01 to April 30, 2024. Systematic random sampling was used to select 422 participants. The structured, pretested, and anonymous questionnaire was used, and data were entered into Epi-Data version 3.1 and will be exported analysis to SPSS version 23. Descriptive statistics were performed, and then used tables and figures to present the findings. A P-value of <0.05 will be considered statistical significance. Result: Four hundred twenty-two women’s medical charts were included in this study, making 100% response rate. Our research finding indicates that 25.83% of women underwent a primary cesarean section. The most frequent indications for primary cesarean section were fetal distress (55%), mal-presentation (19.3%), failed induction (11.9%), and CPD (11%). Our research findings indicate that parity, gestational diabetic mellitus, chronic medical disease, fetal presentation, fetal membranes status and liquor status were variable statistically significantly associated with Primary CS with p-value <0.05. Conclusion: The magnitude of primary cesarean section in this study was high. Our study emphasizes the need for careful monitoring and management of women with gestational diabetic mellitus, chronic medical conditions during pregnancy, and the importance of monitoring the status of the fetal membranes during labor. The results indicate that most neonates had favorable outcomes. Furter research could explore interventions that address factors, potentially reducing the overall rates of cesarean deliveries while ensuring safety for both mothers and infants.
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    Medical and Psychological Factors Associated with Medication Adherence among Hypertensive Patients at Menelik II Referral Hospital, Addis Ababa, Ethiopia
    (Addis Ababa University , 2020-06) Elias G/Egziabher; Dawit Mekonnen
    Studies that examined the multidimensional factors in hypertension patients’ medication adherence are scant. The present study aimed at investigating the effects of demographic, medical and psychological factors over hypertension patients’ medication adherence. A hospital-based, cross-sectional study was conducted among 367 hypertensive patients who were receiving treatment and on follow-up at Menelik II Referral Hospital. Data was collected using questionnaire assessing patients’ demographic, medical, psychological characteristics as well as their adherence. Adherence to medication was assessed by the Morisky’s Medication Adherence Scale (MMAS-8). Descriptive and inferential statistics were used to analyse the data collected. In the present study it was revealed that 72.5% of the respondents were adherent to their medication. Besides, the independent effects of demographic, medical and psychological factors were found to be insignificant. Further, patients with controlled BP were found to have higher adherence level than their counterparts. Finally it is concluded that the cumulative effects of demographic, medical and psychological factors over patients’ adherence far exceeds their independent effects. Therefore, it is recommended that interventions to improve patients’ adherence need to consider variables from the three domains equally
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    Perceived Organizational Justice, Fair Interpersonal Treatment, and their Relationship with Organizational Citizenship Behavior among teachers and administration staff in Leilt Zenebework Preparatory and Elementary School
    (Addis Ababa University , 2021-08) Feven Bzuayehu; Dawit Mekonnen
    Organizational citizenship behavior is becoming a very important focus of many organizations who aspire to be successful. This study was set with the objective of examining the relationship of organizational citizenship behavior with perceived organizational justice and fairness of interpersonal treatment. It also investigated whether organizational justice and employees’ perception of fairness can predict organizational citizenship behavior. Simple random sampling technique was used to select 120 participants from Leilt Zenebework Preparatory and Elementary school. This study used the descriptive Correlational Research design. Organizational justice Scale of Niehoff & Moorrman (1993), Organizational citizenship behavior scale by Fox et al.(2012) and Perceived fairness of interpersonal treatment scale by Donovan et al.(1998)) were used to collect data from participants. Data was analyzed by Pearson product moment correlation, Multiple Regression, Independent samples t-test and one way ANOVA. The results of this study show that Organizational citizenship behavior has a weak but positive correlation with distributive and interactional justice but procedural justice had no significant correlation with organizational citizenship behavior. Perceived fairness of treatment by supervisors also showed a significant small correlation with organizational Citizenship Behavior. Other results reveal that distributive justice, interactional justice and Perceived fair treatment by supervisors predict organizational citizenship behaviors. The results of this study imply that Perceptions of distributive Justice had more contribution towards organizational citizenship behaviors in the school than the interpersonal aspect of Perceptions of organizational justice. Moreover, in the school, levels of organizational citizenship and Organizational Justice are high but a perception of fair interpersonal treatment is low.
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    Promoting Students’ Awareness for Better Images of the Future: Examination of the Space Accorded in Secondary School Curriculum in Ethiopia
    (Addis Ababa University, 2024-06) Zerihun Takele; Dawit Mekonnen
    Images of the future have a strong influence on the behaviors and decision-making of individuals and groups and are a basis for their actions in the present. However, there is limited empirical research that shows how young students imagine the future and how school curricula help students construct future images in the Ethiopian context. This study examined secondary school students’ future-orientation and future images in relation to personal, national, and global issues. The study also examined the extent school textbooks contribute to shaping students' images of the future. The study was conducted in five secondary schools in Oromia, Ethiopia. The study employed a mixed research method. Data were collected from 443 secondary school (grades 11 and 12) students through questionnaires and content analysis of textbooks. The quantitative data were analyzed using percentages, means, t-tests, and ANOVAs. The qualitative data were analyzed using word narration supported by pictures and figures extracted from the textbooks. The findings of the study show that students’ future orientations were not well developed. The students had more optimistic future expectations for their own future lives, whereas they had pessimistic images regarding national (Ethiopia) and global issues and problems. This shows that students’ spatial awareness is not sufficiently developed to understand the interrelatedness and interdependence of national and global problems with their own current and future personal lives. Furthermore, the findings suggest that students’ personal optimistic future expectations decreased at the critical adolescence age. In addition, the study found that the images of a good (desirable) and a bad (undesirable) person/citizen represented in the textbooks placed more emphasis on promoting students’ images of the interdependent self (social self) awareness than of the independent self (autonomous self). The study also revealed that there is some incongruence between images of Ethiopia presented in the textbooks and images of Ethiopia held by the students. The textbooks mainly narrated Ethiopia as a country that turned from a dark past, present utopia changes to a bright future, whereas most of the students had a pessimistic orientation towards the future of Ethiopia. The study indicates that images of Africa represented in the textbooks could have the potential to cultivate pessimistic dystopian images, disempowerment, and afropessimistic attitudes among students. In relation to global issues and problems, the textbooks represented mainly techno-utopian images of the world. The textbooks have limitations in showing students the negative consequences of technological progress on human health, environmental degradation, and global warming. The study also indicated that textbooks’ learning activities have the potential to serve to deepen images of interdependent self (social self) awareness rather than independent self-consciousness that have the potential to produce conformist individuals who are simply socialized to the existing status quo rather than create critical thinkers and future change agents. Based on the findings, it is recommended that the textbooks should be improved based on the principles of futureoriented education in order to promote students’ desirable images of the future, and empower and prepare them as future change agents to build a better future. Keywords: Images of the future; Future orientation; Afropessimism; Techno-utopian; Dystopian; Utopia; Personal issues; National issues; Global issues
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    Psychosocial wellbeing of parents with autism spectrum disorder children (ASD) Joy autistic foundation
    (Addis Ababa University, 2024-10) Murida Abdela; Dawit Mekonnen
    The main purpose of this study is to evaluate the psychological and social wellbeing of parents of children with autism spectrum disorder in the context of the Joy Autistic center in Addis Ababa, Ethiopia. Seventy-five of the 75 questionnaires that the researcher distributed were collected. The researcher checked the data for completeness in order to prepare the raw data obtained from the questionnaire for statistical analysis. As a result, of the 75 surveys that were gathered, for this study, a total of 75 questionnaires were employed, and 100% of them were returned. Psychological distress in parents is the strain and discomfort brought on by the responsibilities and obligations of their parenting position. Several academic studies have looked at how raising a handicapped child affects the parents' mental health. Additionally, parents of children with ASD report higher levels of psychological suffering than other parents of challenged children, such as those whose children have mental disorders. (Hasan & ALsulami, 2024) , my result also indicates parent expressed feeling overwhelmed by the demands of caring for a child with ASD, with 57.3% agreeing that it affects their sleep, and 41.3% feeling that everyday life demands bring them down. Furthermore, 43% strongly agreed that after their child showed signs of autism, it took them a long time to fall asleep. parents and families may find it difficult to raise autistic children in both developed and developing nations. Many challenges need to be addressed in order to offer professional interventions for children with autism. Wang and associates, (Wang, et al., 2020). This investigation is also showing the presence of a child with autism appears to significantly impact social and professional opportunities. For example, 41.3% agree that their child with autism reduces their chances of getting a job or continuing education. 40% of respondents agree that maintaining close relationships has been difficult and frustrating. Many feel isolated, with 46.7% believing that others have more friends than they do, further reflecting the strain on personal relationships. Additionally, many participants (36%) feel that some friends have withdrawn after the diagnosis of their child, indicating a breakdown in social relationships due to the challenges of raising a child with autism. Keywords: psychosocial wellbeing, social wellbeing, parent with autism spectrum disorder children.
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    Students’ Level of Social and Emotional Skills: The Case of Grade 7 and 8 Government Schools in Addis Ababa Ethiopia.
    (Addis Ababa University, 2018-09) Genet Tadesse; Dawit Mekonnen
    This study examined students’ social and emotional skills in elementary school students found in Bole sub city Addis Ababa. Measures taken by teachers in order to build their students social and emotional development level were also assessed. A sample of 95 elementary students and 10 teachers were used for the study. In the process of answering the basic questions, questionnaires, interviews and focus group discussions were applied to generate sufficient data. The data were analyzed using SPSS and summarized using frequency distribution tables and measures of central statistics. The study obtained answers to the research questions by using qualitative exploratory research method. As a result, the Social and emotional skills of elementary students was seen to be poor. Teachers were found to believe in the importance of teaching students regarding Social Emotional skills. But, practical measures being taken with the aim to build students’ social and emotional skills were seen to be minimal. Furthermore, it is concluded that despite the efforts of their teachers, the majority of the students have poor awareness level regarding their social and emotional skills. Based on the major findings, recommendations were forwarded to improve the Social Emotional skills of students.
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    Teacher Education Pedagogy: The conceptions and Practices of Teacher Educators in the Southern Regions of Ethiopia
    (Addis Ababa University, 2024) Abayneh Ergogo; Dawit Mekonnen
    In order to establish a standard for successful pedagogy in teacher education, this study explores the relationship between teacher educators' conceptions of pedagogy and their likely practices. The study investigates the rationale for the pedagogical practices of the teacher-educators, with a particular emphasis on Copenhagen's classification of realistic pedagogical conceptions as application of theory and realistic as well as the practice as constructionist and transmission approaches. Constructionist and realistic approaches promote active practice and reflection, whereas the application of theory and transmission approaches focus on pedagogues that concentrate on imparting mere theoretical knowledge through transmission, expecting student teachers to apply it during their teaching. The study employed a convergent, parallel mixed-methods design and a pragmatic paradigm. The study employed questionnaires to collect data from 243 teacher educators. Moreover, 5 teacher educators and 13 student teachers were interviewed, and 6 classroom observations were carried out on 4 teacher educators.The quantitative data was analyzed using percentages, Wilcox on signed rank, and Spear man's rho correlation tests, while the qualitative data was analyzed using thematic and narrative analysis approaches.The findings indicated that teacher educators in the southern regions use a transmission or content-oriented approach in their pedagogy as a result of their application of theory conceptions to their pedagogy. It was also discovered that contextual factors had a major impact on the teacher educators' pedagogy. Based on these, teacher educators should have the conception of realistic approaches to deliver inspiring pedagogy, which is characterized by continually evolving, reflexive, and experiential teaching, as part of adequate professional competence and value. It is also critical to design professional development activities that assist teacher educators in reevaluating their perspectives and methods of teaching on learning to teach. Furthermore, policy directives that attempt to alter teaching conceptions and practices should take individual and institutional levels of teacher preparation into account.
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    The Relevance of Early Childhood Care and Education Curriculum and its Practice in Selected Regional States of Ethiopia
    (Addis Ababa University, 2024-04) Walelign Admasu; Dawit Mekonnen
    The purpose of this study was to investigate the relevance of ECCE curriculum and its practice in Ethiopia focusing on three regions (Addiss Ababa, Hawassa and Debrebirhan). The study attempted to air out the incorporation of guiding principles and basic elements in the ECCE curriculum, the suitability of preschool learning environment for the practice, the correspondence of teacher education curriculum to ECCE curriculum, the appropriateness preschool teachers’ practice for children andother factors affecting the practice. To attain the main objective of the study, the mixed approach of descriptive survey and explanatory sequential designs were used. Data were gathered from 362 preschool teachers and 221 graduating class preschool teacher-trainees, fifteen sample preschool classes, and documents. Questionnaires, checklists for document analysis and observation, interview and discussion were the instruments used for data collection. The collected data were analyzed using various statistics like frequency, percentage, average, and χ2 test. The ECCE syllabus communicates the philosophical, psychological and sociological bases for ECCE curriculum but not at explicit and required level.The historical base and technological changes were not totally communicated in the syllabus. The syllabus was also indicated the objectives, thematic areas, four developmental directions, teaching methods, assessment approaches, and resources for teaching the themes for preschoolers.But,the emotional, moral and spiritual aspects of development, the ethics and values of the society were not indicated in the syllabus. The instructional methods in the syllabus were far from appropriateness for preschoolers and insufficient to use them for the teachers. The assessment means did not consider the different learning styles of children. tests were used frequently as assessing means intead of taking notes and observing children in action.Thus, the curriculum, instructional strategies, assessment means, and resources in the syllabus seemed to be found in need of amendment. The learning environment in the sample preschools of Ethiopia did not seem conducive to the proper implementation of the ECCE curriculum. Insufficient spaces for indoor activities, absence of learning centers and unfit types of equipment for children were common phenomena in many sample preschools. Teaching and play materials as posted pictures in many preschools were at sub-standard level and did not attractattention of children.The outdoor environments for children did not seem conducive for different physical and motor activities. Thus, the learning environment (in-door and out-door) has limitations for facilitating chidren learning and development. The Teacher Education Program (TEP) courses do not create balance among the three knowledge areas (content, pedagogical, and child development and learning). The child development and learning knowledge area is represented only by two out of fourty-two courses so that it is highly marginalized. The subject-related pedagogical knowledge area did not involve courses that acquaint trainees with specific teaching methods for natural and social sciences as well as ethics and aesthetic/art subjects. The courses for general teaching /active learning methods have been totally forgotten. Action research courses were with limited contribution for practice. The contribution of TEP in acquainting trainees with the contents of the ECCE curriculum was not favored at the required high level. The correspondence of TEP curriculum to the ECCE syllabus is found either at a low or medium level. So, the relevance of TEP courses for implementing the ECCE curriculum has limitations. So, the training has limited benefit. The preschool-teachers were not properly practicing the five key functions though they rated their accomplishment positively. The methods used by teachers in teaching the three age levels children were similar so that they did not seem appropriate for all children. Similarly, the assessments employed were unfit for preschoolers. So, the preschool curriculum practice was inappropriate for children of the three age levels. The conditions like support from others, provision of services, nature of the program, and resources were facilitating the ECCE curriculum practices at medium level. But, the funding mechanisms, pushing down the curriculum, group size and adult-child ratio, space for program and the provision of health services were hindering ECCE curriculum practice. The development process of curriculum materials; the nature of objectives and contents, and administration were also creating challenges in practicing ECCE curriculm. Working on the contents of the material, the classroom conditions, teacher education program, and in the creation of know-how, attitude, and sense of responsibility on concerned bodies were considered as means of alleviating the problems. Thus, the ECE and teacher education program curriculua are in need of revision. Following developmentally appropriate practice in coaching children seems vital. The factors affecting preschool education practice need to get attention from concerned bodies. The teacher practice and learning for preschool education needs further studies for the future betterment of the program.
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    The Role of Psychosocial Support in the Recovery Journey of Gender Based Violence Survivors Sheltered in Association for Women Sanctuary and Development in Addis Ababa
    (Addis Ababa University, 2024-11) Samra Alemayehu; Dawit Mekonnen
    Gender-based violence (GBV) remains a critical issue affecting women globally, with survivors often requiring significant support systems for recovery. This thesis investigates the role of psychosocial support services in the recovery process of women survivors of GBV sheltered in the AWSAD (Association for Women Sanctuary and Development) Safe House in Addis Ababa, Ethiopia. It seeks to understand how psychosocial support helps survivors recover from trauma and enhance their wellbeing using phenomenological design. The data was collected from 26 participants who were females who had experienced GBV, using semi-structured interviews with 14 female survivors at the AWSAD Safe House and Focus Group Discussions (FGDs) with 12 participants. Thematic analysis was used to study the effectiveness of psychosocial support to promote recovery, the findings reveal psychosocial support services provided by AWSAD play a significant role in helping survivors rebuild their self-esteem, cope with trauma, rebuild confidence, and alleviate loneliness. The survivors stated emotional stability, a sense of power, resilience, hope, and overall mental health. However, barriers such as societal stigma, fear, not being believed and limited access to long-term support still affect the full recovery process. Overall, the study highlights the importance of psychosocial support services for GBV survivors to heal, rebuild their lives, and promote emotional resilience. Key words: Gender-Based Violence, Psychosocial Support, Survivors Recovery, Empowerment