Browsing by Author "Degefa, Demoze (PhD)"

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    Assessment of service quality and student perception in public universities: the case of Addis Ababa University
    (Addis Ababa University, 2018-06) Getachew, Hirut; Degefa, Demoze (PhD)
    The aim of this study was to assess the satisfaction of the PhD students’ with the quality of services provided by Addis Ababa University. To this end, descriptive survey design in which both qualitative and quantitative methods were employed was used. Accordingly, the numbers of participants in the study were 443 PhD students of which 408 were male and 35 female, 9 associate deans from 9 colleges and 6 associate directors from 6 institutes which have enrolled PhD students in their programs currently and one director from the Office of Graduate Programs. In the process of selection of samples, 20% the PhD students from the total population 2215 were selected as samples by using stratified sampling method. On the other hand, purposive sampling was used to select associate deans and director for graduate program because they are the most appropriate persons to give data since they coordinate the programs. The instruments employed for data collection were questionnaire that had both open ended and closed ended questions and semi-structural interview. The quantitative data from the questionnaire were analyzed by using descriptive statistics frequency counting and percentage. The data gathered through open ended questions of the questionnaire and semi-structured interviews were analyzed qualitatively through narrations to support the results obtained from quantitative analysis. The major findings of the study indicated that the PhD students’ satisfaction is positively perceived by the PhD especially in the dimensions of advising with a mean result of 73.5, teaching quality with a mean result of 55.1 and facilities with a mean result of 45.6. The findings from the qualitative data also revealed that the PhD students are not satisfied in the other domains of the study for the fact that they complained about the poor administrative services, long bureaucracy of the financing system, lack of well-organized plan, small research fund they are provided in the university. In addition, long time taken for graduation, insufficient time allotment for their own studies and lack of proper discussion time with faulty staff are the other factors stated as causes of their dissatisfaction. Thus, the study provided recommendations to improve the condition thereby to boost the satisfaction of the PhD students in the services provided to them.
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    Challenges and practices of change Management: The case of A.A.U Bishoftu Campus
    (Addis Ababa University, 2016-06) Debebe, Gebresenbet; Degefa, Demoze (PhD)
    This study was conducted in Addis Ababa University Bishoftu campus with the purpose of analyzing the challenges and practices of change management. The data were gathered from employees of the college academic and administrative staff based on their qualification, leadership and academic rank which is important to the researcher’s intent based on the selected sample interviews and questionnaires. The researcher involved a mix of quantitative and qualitative methods of data analysis with purposive sampling selection and for system of thematic analysis such as interviews, focus on key informant, personal observation and secondary document to look deeper into the meaning of the trends identified in the numerical and textual data to determine its accuracy, credibility, usefulness and consistency. The study concludes the change strategic plan held in the college working culture is improved staffs were build the mutual interest each other than before, Practices of sharing ideas and experiences improved specially done by highly professionals and more experienced staffs. Change resistance was occurred at the beginning of change implementation plan, most of the Evaluation of the change management was confined on the paper report on the routine activities Sense of ownership, national and group interest was going down time to time and passive relationships of leaders towards the worker was increased. On the other hand, the study also recommends before implementation of change the college must conduct need accessement, creation of awareness about the importance of change and focus on behavioral change of individual as well as group, set method of coordinating system and process of activities and conduct feedback on the result. Share ideas and results made in one department to make for all. Finally it can be suggested to further studies need to be conducted with regard to change management tools and challenges and practices of the college by itself. Key words: change management, challenges, practices.
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    The Practice and Challenges of School Based Instructional Supervision in Government Elementary Schools of Bishoftu Town, Oromia, Ethiopia
    (Addis Ababa University, 2019-06) Biru, Dejene; Degefa, Demoze (PhD)
    The purpose of the study was to assess practices and challenges of instructional supervision in Government elementary schools of Bishoftu town and recommending possible solutions .To conduct the study, descriptive survey design was employed and different sampling technique was employed to select the sample schools and teachers. To this end, six elementary schools with 12 school principals, 18 department heads, one CRC-supervisor , one education office supervision coordinator, 12 senior teachers and 91 teachers were include in this study. Questionnaire was the main data gathering instrument for this study. Thus, 91 teachers from different levels filled the questionnaires. FGDs were hold with department heads and senior teachers and interview were conducted with CRC Supervisor, Bishoftu education supervision Coordinator and school principals to enrich the quantitative data. Descriptive statistics, percentages, mean and standard deviation were the main tools used in the analysis. The data gathered through interview and from focused group discussion were discussed in line with questionnaire. Consequently, the main findings come out from this study were: School based instructional supervisors were not sufficient to identify strengths and limitations of teachers in the classroom in order to design appropriate intervention; in addition, intervention of instructional supervisors so as to assist teachers improve their limitations was insufficient; teachers gained support from supervisors in order to improve their instructional skills was not enough. The beneficiaries view on the practice of instructional service was insufficient to reveal a positive force for teachers and instructional improvement. On the other hand, the effectiveness of School based instructional supervision program in the study area is affected by major problems like lack of adequate supervisory experiences, shortage of time for supervision activities, inadequacy of specific budget for supervisory activities, teachers’ attitude as fault finding, Lack of convenient offices to provide feedback to teacher. Finally, to alleviate these problems of school based instructional supervision in elementary schools, it is recommended that a) the school and the town education office raising awareness on the part of SBIS) and teachers through seminars, workshops and discussion forums on the different strategies of supervision in order to bring professional growth of teachers and improve their instructional practice b) Bishoftu town education office in collaboration with OSU (Oromia state University); could prepare project proposal to alleviate the problems. C) School and the town education office is suggested to allocate reasonable budget for the program by considering its importance for the development of the education sector in general and the improvement of school based instructional supervision in particular.
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    Practices and Challenges of Management Development Programme In The Case of Addis Ababa University
    (Addis Ababa University, 2019-06) Achameleh, Tsehay; Degefa, Demoze (PhD)
    The general objective of this research was to assess the practices and problems of management development programs in Addis Ababa University and to give scholarly recommendations for future effective service and the achievement of the stated vision. By considering this, descriptive sample survey design was employed. To conduct the research and attain the objectives of the research quantitative research approach was used. To be effective in this research and give a relevant generalization for the practices and problems of Management Development programs to the University this research take as a study population all the College of Administration parts of the University middle level Management and lower level management that worked in different Colleges. From the total population 241 employees, by using cross-sectional descriptive sample survey research method 150 were drawn as a sample from managing directors, from facility management team leaders, from team leaders and from Experts were selected as a research sample. To gain the relevant information from respondents different data gathering instruments were employed mainly, closed and open ended questionnaire, and documents analysis. To analyze the collected data SPSS 25 were used for the entire closed ended questions. To this effect, average mean, standard deviation, was employed to data analysis. Besides, the data obtained from qualitative questions were transcribed to supplement and triangulate the quantitative data. The findings clearly show there was a limited attention to MD programs intervention in the University. Apart from its limited attention, there was an encouraging findings that Addis Ababa University acknowledge and accepted the role of MD programs for the development of all Administration with the changing global system which served as a footsteps for the next strategic move. Therefore, according to the findings there was less effective and less efficient practice of MD programs in Addis Ababa University as compared to its very powerful vision and responsibility. Finally, recommendations were made based on the result of the study. Key recommendations include for different groups of the University Training and Development program as responsible bodies for establishing effective and organized MD system in the University, In a continuous base starting from MD needs analysis to evaluate the stages and keep the strengths of the HRM of the University and also for individual managers motivated to do self-development by using short and long term training. Finally; recommend for further research particularly on MD need analysis areas.
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    The Relationship between Leadership Style and Academic Job Satisfaction at Addis Ababa University By Yonas Eshetu
    (Addis Ababa University, 2018-06) Eshetu, Yonas; Degefa, Demoze (PhD)
    The purpose of this study is to assess the relationship between leadership style and academic staff job satisfaction at Addis Ababa University. To this end, basic questions addressing the issues related to the type of leadership style practiced at AAU as perceived by academics staffs, implication of transformational leadership style on academic staff job satisfaction, the extent of academic staff job satisfaction in relation to transformational leadership style, the challenges faced by AAU academic leaders in implementing transformational leadership and academic staffs increase job satisfaction were analyzed. The study employed descriptive survey method. The research methods used in the study were quantitative and qualitative approaches. Target population was academic staff and academic leaders of Addis Ababa University. Data was collected using modified form of Multifactor leadership questionnaire. The questionnaire contained five parts that were measured Likert scale. The results of the study were analyzed using frequencies and percentages and correlation. The findings of the research indicated that both Transformational and Transactional leadership style were practiced simultaneously in the university. Transformational leadership was practiced at a slightly above the average level whereas transactional leadership was practiced at a slightly below the average level. On the other hand Laissez-faire leadership was practiced significantly below the average level. The findings also indicated that both transformational and transactional leadership have a positive implication on academic staff job satisfaction. In this regard there was a slightly higher level of academic job satisfaction as a result of transformational and transactional leadership practice. The results clearly show that both transformational and transactional leadership styles have a slightly positive effect on academic job satisfaction. Yet the contribution of transformational leadership higher toward academic staff job satisfaction compared to transactional leadership style. As to the challenges that hinder transformational leadership implementation inadequate material reward, failure to meet standards, and reluctance to take risks and lack of stimulating academic activity and inadequate psychological reward were ranked as the first five major challenges as perceived by than academic staffs. Academics empowerment, developing academic confidence, improving university commitment, academics autonomy, and building academics self esteem were considered as the major solutions to overcome the challenges. The study recommended that academic leaders should serve as change agents to bring change from within the university and internalize it to academic staff. The university should have financial autonomy in budget allocation and other important financial issues. In addition, academic leadersshould promote academic staff autonomy so that academic staff will be able to work freely.
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    The Relationship between Parents Socioeconomic Status and Students’ Academic Achievement: The Case of the Three Selected Government Secondary Schools of Addis Ababa
    (Addis Ababa University, 2022-06) Aragaw, Hirut; Degefa, Demoze (PhD)
    The focus of this research was to investigate how parents' socioeconomic factors influenced their children's academic achievement in Addis Ababa's three government Secondary schools. The study was conducted in Addis Ababa's Yeka, Arada, and Gullele sub-cities. For the purpose of Data collection, the researcher selected students sat only on grade 8 national exam 2021/2022 and passed to grade 9. The target population was comprised of all the 450 students and parents in the three government secondary schools in Addis Ababa. A probability sampling technique was employed that yielded a sample size of 212, representing 47.1% of the students‟ population, and 169 respondents, representing 79.7% of the parents‟ population. Questionnaires for both students‟ and parents were used as data collection instruments. Frequency, correlation, regression, and qualitative analysis were utilized to analyze the data. The study's findings are presented as frequency distributions and percentages in tables. The study discovered a positive and statistically significant correlation between parental education, occupation, and income level and their students' academic achievement on the national examination in eighth grade. The conclusion of the study was correlated more than 40.7% parent‟s education, more than 50% occupation and more than 30% parents Income of variation in students‟ performance on grade 8th National examination results in 2021/2022 predicted using association and attainment with student‟s performance on the exam in three government secondary schools in Addis Ababa. Therefore it is recommended that adult and continuing education and training, expansion of job opportunities at the village level, and diversification of sources of income for the residents of the three sub-cities of Addis Ababa be done by individuals, civil society, and the federal government of Ethiopia. Key words: Socio- economic status, Academic Achievement
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    School Leadership Practices and Challenges in Secondary schools of Gulliso Wereda
    (Addis Ababa University, 2018-06) Demisie, Haile; Degefa, Demoze (PhD); Regasa, Fetene (PhD)
    The purpose of this study was to assess the practices and challenges of school Leadership in Gulliso Wereda and to find the barriers that cause these practices and problems of school leadership as well as to determine the possible solutions for these challenges.. To carry out this study descriptive method was employed. Participants of the study were 45 teachers and 11 principals by using simple random sampling and purposive sampling methods respectively. Twenty student representatives, six PTA member five education bureau officials and one supervisor were also involved in the study. The data were collected by using a questionnaire, interview, and focus group discussions. Both qualitative and quantitative data analysis method were employed in order to reach to the results. Data obtained through questionnaire were analyzed and summarized using statistical tools. The statistics were entered into Statistical Package for the Social science (SPSS Version 21) soft ware analysis. Statistical measures were performed on quantitative data assembled from the respondents; frequency count, Percentage, mean and standard deviation, were conducted. The study deals with examining the actual practice and challenges of principals in Government schools.. The findings of the study revealed that the assignmentand qualification of principals were not compatible in those secondary schools. The finding principal assignmentdesigned as most of the principals were getting their position by Wereda education officers and there was no involvement of parents, teachers and other stakeholders on the best approaches and practices that would assist the achievement of school vision. Concerning main function of school principals, separating leadership functions from one to the other must get close attention. As finding of this study proved principals gave more emphasis on supervision and evaluation of teachers; the other school functions were relatively ignored. Finally it was recommended that position attainment conditions must be transparent. Besides, principals should struggle to bring enthusiasms that help them to execute their duties and responsibilities. Furthermore, continuous professional development training on school leadership functions to principals is significant for the purpose of the principals to incorporate educational leadership tasks