Browsing by Author "Getnet Tizazu"

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    An Assessment of Community Participation in Supporting Primary Schools Southern Zone of Tigray
    (Addis Ababa University, 2013-06) Berhanu Abate; Getnet Tizazu
    The main purpose of this study was to assess the participation of local community in support of educational programs in primary schools and thereby identify the potential constraints and the drawbacks encountered, strengths observed and suggest viable recommendations that would enhance the endeavors further. To this end, the study employed both qualitative and quantitative research method. Accordingly, One hundred six copies of questionnaires have been prepared and distributed to 90 PTA members and 16 Wierda education officials. Besides, questions of interview were prepared for 20 LETB members and 20 local community members. A total of 96 subjects (90.56%) have filled in and returned the questionnaires and interviews were conducted with 40 participants. Moreover, document analysis was used to supplement the data gathered through questionnaire and interview. Finally, the data gathered were analyzed using percentage and mean values as well as qualitative analysis. The results indicate that the level of participation of PTA, LETB and the local community was satisfactory though it is mainly limited to labor contribution. Nevertheless, it has been constrained by factors such as lack of knowledge and skill of PTA and LETB members in mobilization and governance, lack of coordination among the authorities etc. Among other things the study recommended the need to raise the awareness of the community, the need to build the capacity of the community and encourage PTA members to create a facilitated condition for promoting the participation of the community in a sustainable and meaningful manner.
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    An Assessment of Community Participation in Education: The Case of Lideta Sub City
    (Addis Ababa University, 2014-06) Tadele Bekele; Getnet Tizazu
    The purpose of this study was to investigate the community participation in education by coming schools’ initiatives and commitment , the level of community participation in school management. In addition, the study aimed at identifying factors that influence community participation. The target populations for the study were teachers, school principal, PSTA members, woreda education heads and supervisors in the sub city. Due to the large population size, representative sample was drawn from ten schools using simple random sampling techniques. In this study both qualitative and quantitative methods were used. in order to collect data, questionnaires, interview and document analysis were employed as instruments. Data was collected both from primary and secondary sources. The primary data was obtained directly from the sample teachers, school principals, PSTA members using questionnaires and from woreda education heads and supervisors using semi-structured interview. Data were also collected from school principals and teachers using open-ended questions. The findings of the study showed that the level of community participation differs from schools to school and this is because of administrative factors institutional factors and personal factors that challenged the community participation.
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    Assessment of Teachers Turnover and its Impact on the Teaching-Learning Process in Private Primary Schools of Bole Sub-City, Addis Ababa City Government
    (Addis Ababa University, 2017-06) Adam Assefa; Getnet Tizazu
    The main purpose of this study was to assess the cause of teachers’ turnover and its impact on teaching-learning process in four private primary schools in Addis Ababa specifically in Bole Sub city. In order to conduct the study, four schools were selected for the study using purposive sampling technique. The study had six groups of respondents: current teachers, former teachers, students, principals, educational experts, and PTA. Questionnaires were administered for 62 current teachers selected from sampled schools. These respondents were randomly selected from a total of 110 teachers currently working in the sample schools. Adding, interviews were conducted with: 5 former teachers chosen through snowball sampling technique, 4 principals from each sample schools, 2 educational experts, and 2 PTA members. Focus group discussions were also held with selected students. Research data collected through questionnaire were analyzed and interpreted by using percentage and information gathered through interview and focus group discussions were analyzed qualitatively. The study indicated that the major causes for teachers’’ turnover were: lack of motivation (commitment) for teaching profession, non-conducive working environment, poor administration system, inadequate salary and fringe benefits as well as students’ behavior and disciplinary problem. It was also found the staff attrition has resulted in some problems in teaching learning process: school programs were disturbed, the quality of education was compromised, qualified and experienced teachers were replaced by non-qualified and non-experienced teachers, and the remaining teachers were demoralizes teachers turnover affects students teaching-learning process. Students have been obliged to sit for exams without completing portions of subjects. On the basis of these findings, the study forwarded some mechanisms to minimize teachers’ turnover through creating conducive working environment, reducing teaching load and ensuring fringe benefits.
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    The Challenges and Achievements af Dawurogna As A Medium of Instruction In Primary First Cycle Schools Of Dawuro Zone, SNNPR
    (Addis Ababa University, 2011-04) Zenebe Betela; Getnet Tizazu
    The aim of this study was to explore the challenges and achievements of Dawurogna as a medium of instruction in primary first cycle schools of Dawuro zone, SNNP. For the purpose, the zone and woreda education officials, teachers of Mareka, Loma woreda and Sore town administration, and grade four students and their parents were the source subjects of the study, where the use of Dawurogna as a medium of instruction is being implementing. In an attempt to collect reliable and valuable information, a combination of diverse data gathering tools consisting of questionnaire, interview and documentary sources supported by informal discussions with schools principals and officials were carried out. The findings of the study revealed that the attempt made to prepare teachers to teach in Dawuro language as a medium of instruction was not promising and satisfactorily treated. The educational status of teachers was not in line with the current education and training policy of the country. The in-service training was also the forgotten issue. There was a serious scarcity of students' textbooks and other reference materials for both teachers and students. Most teachers replied that textbooks prepared was not in line with students' age and grade level and also lack cultural context. The other most serious problem was, teachers' negative attitude towards the language as a medium of instruction and their least participation in various problem solving activities, but students, offiCials and parents have favorable attitude to the language as a medium of instruction. The inability of teachers training Colleges to train teachers in their respective nationality languages was also another major problem. The participation of teachers in activities such as curriculum and text materials preparation, evaluation, workshops to build their capacity were very low. On a positive note, Dawurogna medium of instruction has resulted in various benefits; it highlighted the freedom of using the language. It helped students to understand the lesson. Translation problem has been omitted that the concerned bodies to discuss on school matters each other, . enabled people to write and read etc. were the major ones. On the basis of the findings, the awareness and skill development training, preparing qualified teachers and relevant textbooks, and other instructional materials, enabling the training Colleges to train teachers in their respective nationality languages, encouraging teachers and other educators to conduct research on the area and strengthening the community (stakeholders) participation by the regional, zonal and woreda education bureau with other stakeholders should be carried on Y1!ere recommended to ease the problems and to maintain the achievements obtained
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    The Contributions of the Third Pastoral Community Development Project (Pcdp-Iii) In Enhancing Primary Education in Afar Region
    (Addis Ababa University, 2019-10) Fekade Negash; Getnet Tizazu
    This study was aimed at examining the contribution of the third Pastoral Community Development Project (PCDP-III) in enhancing primary education for pastoralist children of Afar region. It was assessed against targets set in the fifth Education Sector Development Program and PDO level result indicators. The study therefore, examined the contribution of the project to meet some targets of education. Mixed research method (QUAN + qual) — more quantitative data than qualitative data were used in the study. For the fact that both qualitative and quantitative data were collected at the same time the approach was concurrent. The qualitative data has a supportive or a secondary role (embedded) to the quantitative data in the study. 140 teachers, 19 principals, 10 CR supervisors, 10 WEOs and REB experts were selected through stages sampling, purposive and available sampling techniques respectively. Of the five zones of the region three were selected through simple random sampling. There were 104 weredas where PCDP III was functional in the three zones. Through simple random sampling techniques, eight weredas were selected as the sample of the study. 26 schools were selected consulting officials of the WEOs. Experts at WEOs and REB were chosen through purposive sampling technique; while principals and supervisors were selected using available sampling technique. Questionnaires, interviews, FGD and observation checklists were used to collect primary data. On top of that documents at MoE, REB, schools and head office of PCDP III were made in use. Mean score and one way ANOVA test of significant were used as descriptive and inferential statistical analysis respectively. ANOVA was put in place to find out if there are significant statistical differences across the three zones of respondents. The study disclosed that the project benefited the community by minimizing school home distance and that enabled school age children to join primary education in time. The project was successful in empowering the community through asserting demand driven needs, enhancing project ownership among the community through cash and kind contribution. On a negative note, some vital schools inputs which should have been provided by the project were not adequately supplied. Partnership of the various echelons of project coordinating staff with their counterpart from education sector was found to be rather loose. Inadequate monitoring of schools while under construction, brought about tendency to used low quality raw materials by contractors, manifested by ruined-schools at their early year, coupled with delayed handover. The trend to use child labour was also a major factor affecting schooling in pastoralist community. Inadequate availability of drinking water, shortage of teachers or facilitators as a result of high turnover affected continuity of learning. None of school community was exposed to certain kind of awareness creation schemes to capacitate their knowledge and skills. As recommendations the project should be involved more in the awareness creation of the community on the importance of modern education for the fact that only mere construction of schools would not guarantee enrolment and participation in education. Joint monitoring of the contractors by the government officials, project coordinating staff and the beneficiary community is crucial if projects are to be completed as per the schedule and maintain quality. Collaboration of each level project’s structures with their education sector counterpart is needed to achieve common goals. The government, the project and the beneficiary community come together to ease the effects economic, social and school related factors for pastoral children’s learning.
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    Factors Influencing Community Participation in the Implementation of Primary School Curriculum in Primary Schools of Axum Town, Tigray Region
    (Addis Ababa University, 2014-06) Tadewos Hailu; Getnet Tizazu
    TThe main purpose of this study is to identify the practices and level of community participation in the implementation of primary school curriculum. Communities are strategic in a variety of ways towards the provision and management of education as well as teaching learning and enforcement processes. However, the role of the communities on schools, at which this study is focused, was raised by schools in Axum town as one of the problem areas that need improvement. This paper discusses how communities can be involved in variety of aspects related to the implementation of curriculum in schools for the improvement of quality of education. Descriptive survey method was used in this study. Questionnaires, interviews and review of documents were employed in order to conduct both quantitative and quantitative content analysis of community participation in various forms and dimensions in order to show the challenges and prospects in the Axum community setting. The study was conducted in five primary schools in the Axum town of the Tigray Region. A total of 109 respondents were participated in the study comprising of 5 principals, 6 vice principals, 79 teachers 4 cluster supervisors 5 PTA members, 5 SETB members and 5 parents. Overall, the community participation in the implementation of primary school curriculum in the five schools studied was found to be low. The roles of the school community in the implementation of school curriculum are found inadequate. Primary school curriculum implementation needs a shared efforts and responses from the community, teachers, principals, vice principals and students. It is recommended that partnership and interaction between community and school in implementing educational policies and programs must be built to provide initiative, responsibility, sensitivity for participation in education and school governance designed to improve community participation in the implementation of primary school curriculum
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    The Newly Introduced Teachers’ Incentives and Motivation: The Case of Government Secondary Schools in Kolfe Keranio Sub-city of Addis Ababa
    (Addis Ababa University, 2019-03) Fatuma Habib, ; Getnet Tizazu
    The aim of this research was to explore the impact of newly introduced teachers’ incentives on their motivation. In the empirical investigation, a mixed-methods research design was used. For quantitative segment, data collection was collected through self-constructed structured questionnaire. Data were collected from 107 government secondary school teachers in Kolfe keranio sub-city, who were chosen using stratified random sampling. For the qualitative segment of the study, empirical materials were collected through interviews conducted with four directors and two sub city supervisors chosen using purposive sampling. . The data were statistically analyzed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of four directors and two sub city supervisors selected. The finding indicated that majority of teachers were happy with the distribution of condominium house .More than half of respondents were happy with public transportation service. Regarding the provision of Housing allowance majority were happy. But more than half of respondents were unhappy about the salary increment .The above findings generally shows incentives like public transport service, housing allowance, distribution of condominium house made more than half of teachers happy and it made them motivated however the salary increment was a major motivational challenge . The data also indicated that academic qualification is the leading socio demographic characteristics that influence teachers’ incentives motivation and followed by work experience. On the basis of the findings, it was mainly recommended that in order to enhance or strengthen the incentives the concerned body should focus on teacher incentives achieved the purpose for which they were meant like distribution of condominium house and the concerned should establish structured administrative manual for condominium house.
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    Practice and Challenges of Female Teachers’ Participation in Secondary School Leadership: The Case of Seka Chekorsa Woreda
    (Addis Ababa University, 2021-05) Wasenu Tessema; Getnet Tizazu
    The study was conducted to assess the practice and the challenges female teachers face in relation to leadership in six secondary schools in Seka Chekorsa Woreda, in south west Ethiopia. Both qualitative and quantitative data were collected using questionnaire and interview. Descriptive survey was employed in the study. Questionnaire was administered to 122 teachers while interview was held with 14 stakeholders. The qunatitiave data were analyzed using SPSS software (Version 21.0) and presented using figure and tables as weighted mean, SD, frequency, and percentage. Different items were used based on socio-cultural factors, attitudes of females towards themselves, challenges of female teachers to lead secondary schools and female teacher participation in secondary schools in Seka Chekorsa Woreda. The findings of the study revealed that 53% of the respondents replied that female teachers concentrated at lower grade leadership position, and 51% were replied that more female teachers liked teaching than leading schools. Also, luck of support from family and family , child bear and that women have less ability and skill than men who they said in leading schools. It was also found that women do not like taking responsibility; they are not interested in power; and they avoid risk-taking; it was found that stereotypes hinder females from leadership. On the other hand, many of the respondents responded that administration factors and selection criteria highly affect female teachers participation on school leadership. The study also revealed that females and males are socialized differently to perform different roles as household burden lowered females’ leadership. The representation of females was not equal with males on all educational systems. Therefore, the Government should focus on females’ motivation in educational leadership and improve leadership representation. Also, at the school level, females should participate on different responsibilities to develop their skills on leadership position.
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    The Responding Behav Iour of Sophomore English Instructors of AAU to Student WrItIng
    (Addis Ababa University, 1997) Getnet Tizazu; Hicks R.B
    Tais stui7 atte.,te_ to iavesti,ate, _escribe ani anal7ze the reepoD_ine behaviour of Sopho.ore Enclieh iaatructore of !AU to stu_ent writia,. Aa iavestieatioa was ma'e on what features of writia, the iastructers fecue while provi.ine feei)ack; at what sta,e the7 interve.e to ,ive fee')ack, an' how their etu'ents react to the fee')ack ,ivea to the ••Te achieve tae purpose of the stu'7, 12 Soph •• ore En,l1ah instructere (66. of the total populatioD) an' 60 of their etu'eats (five fro. each inetructor) were ran •• mly chosea. Tae necessary iata was collecte' from : (1) questionnairee ."iaieterei to the instructors ana the etu_eats, '(2) 126 papere aarkea .y the instructere, an. (,) a seven hour recoraia, of aaaple lessoas. Aaa17sie of the 'ata froa taese eource. revealei taat, while previ.iac fee.back, Sophoaore 1aatructore coaceatrate oa low crier concer .. (e.,. aecaaaics; sraamar) an' rarely or aever atten' to hi,h oraer ' coaceras (e.,. orcanization, conteat). It w .. also to ... taat iastructors reapoa. atter students coaplete their writ1nc taske, ani not before they be,in to write or ~s they write. It was also observe_ that the instructors often use a narrow raace of fee_balk teckkiques such as iirect correction of errors. Stuients aleo employ very fe. etratesies ia baailine feeiback. Basei on the fin.in,e of the stuiy, it was sUlcestei that instructors recoasiier their responainc behaviour ani tau. Focus OD coatent level issues aa' orcanizational pro)lems an', relocate their feea.ack to the 'iftrent stases of writin" usine a wiier ranse of feei.ack tecaniquee. fhe nee' to • train instructors with more effective ways of provi.ins fee.back, and train students with v~io,. waya of haniline their teachers feea.ack is the overall recommeniation of the stu'y .