Browsing by Author "Habtamu Hailu"

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    Impacts of Land Use Land Cover and Climate Change on Surface Water Balance Components of Gobele Watershed in Wabe Shebelle Basin, Ethiopia
    (Addis Ababa University, 2024-07) Iradukunda Valentine; Habtamu Hailu
    Changes in land use land cover and climate are important global challenges due to the impact on water balance components. Climate change is caused by a change in greenhouse gas concentration due to natural and anthropogenic forcing. This study was conducted in Gobele watershed of the Wabe Shebelle River Basin, Ethiopia. It evaluated the individual and combined impacts of both climate change and LULC change on water balance components. Three historical periods (1990, 2005, and 2020) of Landsat satellite images of the study area were used for LULC analysis using ArcGIS. The Soil and Water Assessment Tool (SWAT) was utilized for the simulation of water balance parameters. Maximum likelihood classification was used to classify historical LULC, and the Cellular Automata-Markov Chain model in land change modeler was used to generate the future LULC forecast. The Statistical Downscaling Model (SDSM) was utilized to generate high-resolution future climatic data from well performed four climate models (ACCESS-CM2, MPI-ESM1-2-LR, ICHEC–EC–EARTH, and CanESM2) and their multi-model ensemble mean was used for impact assessment of climate and LULC change on water balance components. The hydrological response of the basin was evaluated using three scenarios: LULC change alone, climate change alone, and combined climate and LULC change. The future periods were divided into the midterm future (2040–2070) and the distant future (2071-2100). According to the CA-Markov chain model's projection of the LULC change, over the study period, agricultural land and settlement areas will increase while grassland/shrub land and forest land are expected to decline. The climate projection result indicates an increase in both Tmax and Tmin under SSP5.8.5 and SSP2-4.5 and SSP5-8.5 climate scenarios in the midterm (2040-2070) and distant future (2071-2100). Likewise, precipitation will show an increasing pattern in the basin. Under SSP5-8.5, evapotranspiration will increase more by climate change than by LULC change during the baseline period (1990-2020). Furthermore, both stream flow and water yield will increase under all scenarios. Moreover, the SWAT model performed satisfactorily in simulating discharge during the calibration and validation periods at the designated gauging station in the Gobele watershed with R2 and NSE values of 0.86, 0.76, and 0.91, 0.69, respectively. Thus, the results of this study provide valuable information to planners and policymakers for sustainable planning of water resources in the Gobele watershed in the face of climate and LULC change.
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    The Impact of Leadership Styles on Teacher Performance and Student Achievement: The Case of Kolfe Keraniyo Sub City Government Secondary School in Addis Ababa City Administration
    (Addis Ababa University, 2017-08-01) Habtamu Hailu; Dejene Nigussie
    This study examines the impact of leadership styles and practices on teacher performance and student achievement in secondary schools and identifies challenges affecting leadership practices. using a mixed-methods design, data were collected from 260 teachers, 20 school leaders, and 356 grade 12 students. Descriptive statistics (mean and standard deviation) summarized key variables, while inferential analyses (correlation and regression) assessed relationships between leadership practices, teacher performance, and student achievement. Thematic analysis of qualitative data and document analysis of grade 12 university entrance exam results (2014–2016 Ethiopian Calendar.) complemented the quantitative findings. Results indicate that transformational and instructional leadership styles significantly correlate with improved teacher motivation and student academic success. Regression analyses confirmed leadership practices as strong predictors of student achievement. Despite positive leadership effects, challenges such as socioeconomic disadvantages, limited resources, and gaps between policy and practice persist, hindering progress. Recommendations emphasize strengthening visionary and supportive leadership, investing in teacher professional development, and addressing systemic barriers through collaborative policies. Future research should explore longitudinal impacts of leadership interventions and the role of community engagement in sustaining school improvements. The study demonstrates that principals’ leadership styles and practices are not isolated administrative choices but pivotal drivers of school effectiveness. when principals adopt collaborative and instructional leadership approaches, teachers show higher levels of motivation, professional commitment, and instructional quality. In turn, these improvements in teacher performance directly contribute to measurable gains in student achievement. Therefore, the conclusion is clear: effective leadership at the school level creates a cascading impact that strengthens teaching and learning, ultimately advancing overall student success
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    The Impact of Leadership Styles on Teacher Performance and Student Achievement: The Case of Kolfe Keraniyo Sub City Government Secondary School in Addis Ababa City Administration
    (Addis Ababa University, 2017-08-01) Habtamu Hailu; Dejene Nigussie
    This study examines the impact of leadership styles and practices on teacher performance and student achievement in secondary schools and identifies challenges affecting leadership practices. using a mixed-methods design, data were collected from 260 teachers, 20 school leaders, and 356 grade 12 students. Descriptive statistics (mean and standard deviation) summarized key variables, while inferential analyses (correlation and regression) assessed relationships between leadership practices, teacher performance, and student achievement. Thematic analysis of qualitative data and document analysis of grade 12 university entrance exam results (2014–2016 Ethiopian Calendar.) complemented the quantitative findings. Results indicate that transformational and instructional leadership styles significantly correlate with improved teacher motivation and student academic success. Regression analyses confirmed leadership practices as strong predictors of student achievement. Despite positive leadership effects, challenges such as socioeconomic disadvantages, limited resources, and gaps between policy and practice persist, hindering progress. Recommendations emphasize strengthening visionary and supportive leadership, investing in teacher professional development, and addressing systemic barriers through collaborative policies. Future research should explore longitudinal impacts of leadership interventions and the role of community engagement in sustaining school improvements. The study demonstrates that principals’ leadership styles and practices are not isolated administrative choices but pivotal drivers of school effectiveness. when principals adopt collaborative and instructional leadership approaches, teachers show higher levels of motivation, professional commitment, and instructional quality. In turn, these improvements in teacher performance directly contribute to measurable gains in student achievement. Therefore, the conclusion is clear: effective leadership at the school level creates a cascading impact that strengthens teaching and learning, ultimately advancing overall student success