Browsing by Author "Degefa, Demoze(PhD"

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    An Assessement of Principal Leadership Styles and its Implication on Teachers’ Job Commitment in Government Primary Schools Yeka Sub City, Addis Ababa City Adminstration
    (AAU, 2021-08) Tamene, Bethelhem; Degefa, Demoze(PhD
    Teacher’s job commitment is highly influenced by the leadership style used by the school principals and this creates a higher impact on student’s way of learning. The main objective of this study was to assessment the principal leadership styles and its impact on teachers’ job commitment in government primary school yeka sub city, Addis Ababa City administration. To accomplish its intended objective the study employed a descriptive and explanatory design. The study was carried in seven government primary schools and used simple random sampling techniques to get 249 teachers. Questioner was the main instrument of data collection. The instrument for the study was a five point Likert type. Principal leadership styles and Teachers job commitment were identified as independent and dependent variable respectively. Reliability and validity of instruments has been addressed through piloting in 2 schools in yeka sub city. After the data was obtained the researcher used SPSS for data analysis. Descriptive and inferential statistics (correlation and regression) was way of data analysis. As founded from SPSS analysis by the researcher the adjusted R2 value for the leadership dimensions the independent variables accounts for 38.1 % of the variation in job commitment. While 61.9% accounts the other unexplored variables to explain the variation in the dependent variable (job commitment). Finally, Transformational leadership is the best style on leadership that could enhance high teacher’s job commitment in government primary schools. So the researcher accepts only the first hypothesis and rejects the remaining three hypotheses. Based on the study finding it was recommended that head teachers should use effective leadership style that enhance collective responsibility and create conductive environment in schools.
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    Factors Affecting Cadets Academic Performance in Ethiopian Military Academy
    (AAU, 2021-09) Desta, Dana; Degefa, Demoze(PhD
    The main purpose of this study was to assess factors affecting the cadet’s academic performance in the Military academy which is located 40 Km far to the West of the capital Addis Ababa. To achieve this objective a descriptive survey research design was employed and quantitative and qualitative research methods. Accordingly, a questionnaire was prepared to be filled by instructors, cadets and supporting staff for the quantitative part. For the qualitative, individual interviews observations, document analysis and group discussions were used. The Participants in the study were 145 cadets, 29 instructors, 23 supporting staff, 9 department heads as well as 4 commandants. Regarding the questionnaires, distributed to sample size of total 197 cadets, instructors and supporting staff respectively. 190 out of 197 distributed questionnaires were returned, producing an overall 96.5% return rate. Data obtained through questionnaires were analyzed and summarized by using statistical tools and entered into Statistical Package for the Social science (SPSS Version 20) software analysis for frequency, Percentage, mean and standard deviation were conducted. Interview respondents and group discussions were properly 100% participated. The findings from the data analysis revealed that most of the academic performance of cadets’ in the study area was determined by a variety of factors. Among these factors, cadets’ related factors such as self-motivation, lack of adequate effort and carelessness, Less amount of time invested on studying, abnormal relations, lack of self-confidence and inability to become well planned and organized were the most prominent factors that affect students’ academic performance. In addition, poor-availability of support system, lack of proper reading and exercising places, lack of experienced, qualified and role models, instructors, unable to make fair assessments, less commitment to exert and support cadet’s factors had a significant impact on cadets’ academic performance. Based on the findings it was concluded that: the military academy more give emphasis for organizational demands like operational tasks, military trainings and related activities than that of academic achievements. Finally, it was recommended that: the military academy has to work hard in improving the teaching learning facilities; cadet’s counseling services, minimizing cadet’s workloads and instructor’s qualification.
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    Factors Affecting Cadets Academic Performance in Ethiopian Military Academy
    (AAU, 2021-09) Desta, Dana; Degefa, Demoze(PhD
    The main purpose of this study was to assess factors affecting the cadet’s academic performance in the Military academy which is located 40 Km far to the West of the capital Addis Ababa. To achieve this objective a descriptive survey research design was employed and quantitative and qualitative research methods. Accordingly, a questionnaire was prepared to be filled by instructors, cadets and supporting staff for the quantitative part. For the qualitative, individual interviews observations, document analysis and group discussions were used. The Participants in the study were 145 cadets, 29 instructors, 23 supporting staff, 9 department heads as well as 4 commandants. Regarding the questionnaires, distributed to sample size of total 197 cadets, instructors and supporting staff respectively. 190 out of 197 distributed questionnaires were returned, producing an overall 96.5% return rate. Data obtained through questionnaires were analyzed and summarized by using statistical tools and entered into Statistical Package for the Social science (SPSS Version 20) software analysis for frequency, Percentage, mean and standard deviation were conducted. Interview respondents and group discussions were properly 100% participated. The findings from the data analysis revealed that most of the academic performance of cadets’ in the study area was determined by a variety of factors. Among these factors, cadets’ related factors such as self-motivation, lack of adequate effort and carelessness, Less amount of time invested on studying, abnormal relations, lack of self-confidence and inability to become well planned and organized were the most prominent factors that affect students’ academic performance. In addition, poor-availability of support system, lack of proper reading and exercising places, lack of experienced, qualified and role models, instructors, unable to make fair assessments, less commitment to exert and support cadet’s factors had a significant impact on cadets’ academic performance. Based on the findings it was concluded that: the military academy more give emphasis for organizational demands like operational tasks, military trainings and related activities than that of academic achievements. Finally, it was recommended that: the military academy has to work hard in improving the teaching learning facilities; cadet’s counseling services, minimizing cadet’s workloads and instructor’s qualification.
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    Financial Resources Utilization and its Challenges in Government Secondary Schools of Meskan Woreda
    (AAU, 2020) Awol Shifa, Saliha; Degefa, Demoze(PhD
    The purpose of this study was to examine the financial resource utilization and its challenges in Meskan Woreda government secondary schools. For this study, descriptive survey research design was employed to gather both quantitative and qualitative data. In the study were 24 PTAs, 109 teachers, 12 finance experts and 12 principals, 6 supervisors and WEO educational experts. The participants were selected by stratified sampling, simple random sampling and purposive sampling techniques. Questionnaires, interviews and document review were used as instrument of data collection. The quantitative data were analyzed by using descriptive statistics (frequency, percentage, mean and independent t-test and in addition to that the qualitative data that were obtained from interviews and document review were explained in native words. Findings of the study revealed that low effective in financial resource utilization, insignificant participation of stakeholders in school financial resource management and finance did not follow timely audited through/using right procedures. Additionally less of stake holders‟ participation on budget preparation and execution, lack of appropriate checks and controlling school financial resource management in the school. And it can be concluded that absence finance rules and regulations and the auditing system did not effective, only few documents checked by auditors. Thus, to improve the situation, it was recommended that principals should committed to manage school financial resources, motivate stakeholders in order to participate and Wordeas Education office employ finance personnel, share their experience for school principals, finance personnel and PTAs on budget plan preparation and accounting systems
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    Policy and Practice of Teachers' Continuous Professional Development Program in Government Primary Schools of East Shoa Zone
    (AAU, 2021-07) Aboye, Girma; Degefa, Demoze(PhD
    The purpose of this study was to assess the policy and practice of teachers’ Continuous Professional Development program in selected government primary schools of East Shoa Zone. Descriptive survey design was employed to achieve the intended objectives and to answer the basic research questions. The study was conducted in 12 government primary schools, and stratified sampling was used to select these schools. The study consists of 99 teachers, 12 school principals, 4 cluster supervisors and 3 Woreda TDP experts. Teachers were selected through simple random sampling technique. Purposely sampling method was used to select cluster supervisors and Woreda teachers’ development experts. Then availability sampling technique was employed in selecting the schools principals that directly follow CPD program. Questionnaire was the main data gathering instrument while structured interview and analysis of documents such as CPD action plans and reports were employed to enrich the data gathered through questionnaire. The data so collected quantitatively were analyzed using percentages, means and grand means while qualitative data were analyzed through descriptive narration. The major findings of the study were: there was no problem of CPD policy document and implementation guideline in the school but the use of the document was as much as moderate, not all teachers perceive CPD policy and Implementation guide lines positivity in the schools, majority of teachers and principals did not make effort to participate in CPD activities as intended in the policy, majority of the respondents reported the existence of unsatisfactory support. Accordingly, the conclusion drawn is that though CPD policy has encouraging effects to develop the professional competence of teachers, the use of the document and practicability of CPD program in primary schools was low. Finally, necessary recommendations were made: stressing on the importance of using CPD policy document and implementation guidelines, creating collaborative work culture, creating awareness, apply licensing, re-licensing, certification and career level for teachers, design systematic support, follow up and evaluation strategies continuously; allocate the necessary materials, budget and giving emphasis to implementation so as to reach the intended target of CPD
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    Practices and Chalenges of School Inspection In Some Selected Government Primary Schools of Nifas Silk Lafto Sub-City of Addis Ababa
    (AAU, 2021-07) Melsie, Almaz; Degefa, Demoze(PhD
    The purpose of this study was to examine practices and challenges of school inspection in selected government primary school in Nifas Silk Lafto Sub-city Addis Ababa. Seven primary schools from four Weredas were selected via random sampling technique for this study. Four objectives and four research questions were formulated to guide the study. To attain the stated objective of the study, descriptive survey design was used. Both quantitative and qualitative methods were employed in this research. This method helped to obtain firsthand information from multiple sources. The population of the study was 217 and a sample of 147 respondents was used. Questionnaires and interview were used to collect primary data. The questionnaire was formulated on a modified five (5) point Likert scale. The collected data were analyzed by using IBM SPSS statistics and presented in tables in terms of mean value, standard deviation and interpreted by words. The result indicated that lack of technical skills for the proper implementation of classroom observations, inadequate skill and knowledge of school inspectors, low awareness of teachers towards inspection, low expectation of teachers towards school inspectors. Due to these different problems, it implies that the practice of school inspection was not implemented properly in Nifas Silk Lafto sub city of primary schools. Due to these, it is recommended that Addis Ababa Education Regulatory Agency should arrange and implement consistent and practical in-service and refresher trainings to build professional capacities of the inspectors. School inspector is responsible for providing adequate support to the trainee for the development of their leaning requirement and ensuring that appropriate training opportunities are made available to acquire the necessary competencies. Nifas Silk Lafto sub city Education office by cooperation of Wereda education office should be provide relevant and sufficient training program.
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    The School Climate Factors That Affect Teachers’ Job Satisfaction: A Comparative Analysis Between Public and Private Secondary Schools In Shashemene City Administration
    (AAU, 2021-08) Geda, Leta; Degefa, Demoze(PhD
    The major purpose of this study was to assess and compare the school climate factors that affect teachers „job satisfaction in private and public secondary schools in Shashamanne City Administration. To achieve this purpose, mixed approach (both the qualitative and quantitative) was employed. Data was collected from teachers, and directors of both schools through questionnaire, and interview. Thus, the researcher has surveyed 82 teachers from public and private secondary schools through a self-constructed structured questionnaire that focused on five work factors that were identified during the literature review namely salary and benefit, management, work characteristics, interpersonal relationships and organizational policy. Data analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage, mean, standard deviation, t-test, Pearson correlation, and one-way analysis of variance (ANOVA) employed to identify if there were significant difference, similarity and relationship among the responses of the respondents on several variables. Moreover personal correlation was used to see the relationship between the factors that affect teacher‟s satisfaction. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 directors who were purposefully selected. Data were analyzed qualitatively in narrative form and used to supplement and/or triangulate the responses given and the results obtained through the questionnaires. The data were analyzed thematically by using the constant comparative method. Accordingly, the result of the study has revealed that the teachers‟ intimate behavior, a teacher engagement and supportive principal behavior have a direct and significant effect on job satisfaction. The principal directive behavior emerged as the primary dissatisfying aspect of all the work factors. The other areas of dissatisfactions related to teacher workload, school facility, leadership and administration, the lack of decision-making opportunities for the teachers, lack of promotion and recognition, student disciplinary problem and organizational rule and policies implemented in rowing way. Overall, public secondary school teachers were more satisfied than private secondary school teachers because of the permanency of the school. In addition, among the four school climate factors, except teachers frustrated behavior all identified factors were found to have statistically significant correlations with job satisfaction. Finally, recommendations were made in order to enhance the job satisfaction of both private and public secondary school teachers in Shashamane City Administration, and for further research.
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    Status and Challenges of Financial Resource Management In The Government Primary Schools of Laga Tafo Laga Dadhi Town administration
    (AAU, 2020-07) Shewule, Alemu; Degefa, Demoze(PhD
    The study’s main objective focuses to assess the status and challenges of financial resource management, particularly the execution and reporting systems, in Government primary schools of Laga Tafo Laga Dadhi town administration. The study employed descriptive survey design to assess the practices and constraints of financial resource execution and reporting system. Accordingly, seven government primary schools were selected using comprehensive sampling, other government sectors such as education, and finance and economic cooperation were sampled using purposeful sampling techniques. The participants of the study were three FEC internal auditors, and five education office expertise’s were taken as part of the study purposefully; on the other hand seven principals, seven vice principals were participated using comprehensive sampling techniques; and also 35 PTSA members and 20 KETB were sampled using purposive sampling. Overall out of 119 targeted populations 77 were sampled, 74 returned the questionnaire paper, which is 94.81% response rate. Both primary and secondary data sources were utilized to collect data. Furthermore, the quantitative and qualitative data collected from primary and secondary sources using data collection instruments like questionnaire, document and interview. From the collected data the following major findings were obtained. The findings related to trends financial execution exposed that, although financial planning conducted with time frame, and vouchers are prepared by the schools; there is a limitation in accountants/finance officers’ experience, guideline, proclamation, regulation and directive enactment as well as procedures and follow-up. The practices of financial execution regarding planning, participation, approval, experience, enactment of regulation, and directives, keeping financial procedures, capacity building and effective and efficient utilization status were weak. Besides, the findings related to the financial resource recording and reporting systems at the government schools of Laga Tafo Laga Dadhi town administration revealed that majority of the respondents positively reacted on the presence of financial recording documents and preparation; however the recording, approval of reports and transparency of financial resource execution shows certain limitation from respondents’ data. The study concluded that with certain achievements particularly the document preparation, random budget execution; there is huge gap in the execution and reporting financial resources in line with the goals of an institution and GAAP. Thus, the researcher suggests the transparency and accountability; capacity building for accountants and PTSA members, updated regulation and directives; and also continuous follow up by concerning bodies.
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    Womens’ Participation in Educational Leadership of Primary Schools in Gelan Town Oromia Ethiopia
    (AAU, 2021-08) Negassa, Chaltu; Degefa, Demoze(PhD
    The purpose of this study was to investigate Factors Affecting the Participation of Women in educational Leadership Positions in the Primary Schools of Gelan Ademinstiretve town. These research questions sought answers for: woman applying for leadership positions; the interest of woman to come to school leadership positions; the attitude of the schools’ society towards women in school leadership role, Institutional Related factors that impede women’s representation and encouraging measures to enhance women’s representation in school leadership positions. In order to meet the objectives of the study descriptive survey research design was employed. Samples of the study were selected using purposive and simple random sampling techniques. In order to collect data questionnaires and interviews were utilized. The questionnaires were distributed to 124 teachers, 9 school principals, and 8 Educational office mgt. 138 filled the questionnaires and 9 respondents interviewed. The data were analyzed using descriptive. The finding of this study revealed that some woman leaders are less confident ; and women have not freed themselves from the long lived negative attitude of the society towards them, they accepted their inferiority to men. It was further identified that the major cause lack of role models and mentors, lack of professional net-work and lack of equal opportunity in leadership positions. Therefore primary schools need to make the work place more conducive and friendly to attract more women to the primary school leadership position. Involving them in decision making and leadership and the commitment of the Town Education Office and primary schools to narrow down the gap will have paramount importance. Networking, monitoring and providing leadership training forcefully can help young women to come forward so as to exercise decision making by empowering themselves as chair persons . Finally, policies should be practical and not be only theoretical, and should be implemented properly