Browsing by Author "Mekuria, Girma"

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    Factors Affecting The Internal Efficiency of Primary Schools In Adama City Administration
    (Addis Ababa Univerisity, 2007-06) Mekuria, Girma; Shibeshi, Ayalew(Associate Professor)
    111 the context 0/ on going primary education in Elhiopia, there is a need for internal efficiency improvement in order to reduce '\>vastage and to attain UPE by 20J 5 which is one 0/ the MDG. Previously, there were studies that are conducted on the factors. However, there were still inefficiencies in primary schools of Ethiopia. The major purpose oj this study, thereJore, was to identify the major factors that affect the internal efficiency oj primary schools in ACA. These major Jactors were revealed using the opinions oj three respondent groups drawn from both government and non-government schools. The research method employed was descriptive survey. Data gathering instnlments were questionnaires. In addition, annual efficiency indicator documents were critically assessed. Both descriptive and inferential statistics were used to reveal the degree of influence oj the factors on IEPS in the study area. As a result, school external factors are Jound common problems Jor both GS and NGS pupils who were at risk oj school dropout and class-repetitions, whereas school internalJactors were not commonly related in affecting the IE oj both GS and NGS pupils. The problems that were severe for GS pupils were not critically severe for NGS pupils. However, the overall weighted mean response values Jor school internal and external Jactors were tested using t-statistic Jor the mean oj dependent variables. The statistical test revealed that both school internal and external Jactors are affecting the IEPS in the study area at almost the same degree of influence. The major school internal Jactors Jound in A CA primary schools are shortage of textbooks, irrelevant curriculum, lack of guidance and counseling services, failure to study hard, and demand Jor repetitions. Whereas major school external/actors such as low-income source and poor education oj parents, influence of unemployed high school graduate siblings, mobility oj Jamilies from one school attendance area to another and the desire oj pupils to involve in business are found as critical problems that affect the 1EPS in this study area. The problems seem complex and multidimensional and it needs complex and multidimensional solutions that satisfy the need and interests oj the users and implementers. School community alone can not control all problems that are related to school internal and external factors, because, it needs resources that are beyond their level. The best solutions, therefore, are working with a team approach with combined efforts of the school community, the society, the business groups, the local government and the regional government that are directly or indirectl) concerned on primary education.
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    Factors Affecting the Internal Efficiency of Primary Schools in Adama City Administration
    (Addis Ababa University, 2007-06) Mekuria, Girma; Shibeshi, Ayalew (Associate Professor)
    In the context of on going primary education in Ethiopia, there is a need for internal efficiency improvement in order to reduce wastage and to attain UPE by 2015 which is one of the MDG. Previously, there were studies that are conducted on the factors. However, there were stil/ inefficiencies in primary schools of Ethiopia. The major purpose of this study, therefore, was to identify the majorfactors that affect the internal efficiency of primm)' schools in ACA. These major factors were revealed using the opinions of three respondent groups drawn pom both government and non-government schools. The research method employed was descriptive survey. Data gathering instruments were questionnaires. In addition, annual efficiency indicator documents were critically assessed. Both descriptive and inferential statistics were used to reveal the degree of influence of the factors on IEPS in the study area. As a result, school external factors are found common problems for both GS and NGS pupils who were at risk of school dropout and class-repetitions, whereas school internal factors were not commonly related in affecting the IE of both GS and NGS pupils. The problems that were severe for GS pupils were not critically severe for NGS pupils. However, the overall weighted mean response values for school internal and external factors were tested using t-statistic for the means of dependent variables. The statistical test revealed that both school internal and external factors are affecting the IEPS in the study area at almost the same degree of influence. The major school internal factors found in A CA primm)' schools are shortage of textbooks, irrelevant curriculum, lack of guidance and counseling services, failure to study hurd, und demundfor repetitions. Whereas major school external factors such as low-income source and poor education of parents, influence of unemployed high school graduate siblings, mobility of families pom one school attendance area to another and the desire of pupils to involve in business are found as critical problems that affect the IEPS in this study area. The problems seem complex and multidimensional and it needs complex and multidimensional solutions that satisfY the need and interests of the users and implementers. School community alone can not control all problems that are related to school internal and external factors, because, it needs resources that are beyond their level. The best solutions, therefore, are working with a team approach with combined efforts of the school community, the society, the business groups, the local government and the regional governll1ent that are directly Or indirectly concerned on pnmar)! education.
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    Leadership Development in Ethiopia’s Public Universities: Policy, Practices, and Challenges
    (Addis Ababa University, 2018-06) Mekuria, Girma; Shibeshi, Ayalew (Associate Professor)
    The leadership development requires an integrated model to expand leadership competencies in learning organization; whereas the integrated model of academic leadership development is less documented in Ethiopia’s public university context. Hence, the main purpose statement of this study is to understand the academic leadership development policy, practices, and challenges in Ethiopia’s public universities. The objectives of this study, therefore, is to examine the status of academic leadership development practices, to investigate leadership behaviors that attribute to improve leadership outcome, to investigate the leadership development, methodological forms that envisage useful leadership behaviors, and to examine the challenges that foresee the development of academic leadership outcome. Further, the focus of the study is to understand whether the legislative policy standard criteria support the academic leadership development phases in Ethiopia’s public universities. The researcher employed equal weight, concurrent mixed method design to guide the research process through the philosophical underpinnings of pragmatism; a random sampling technique to select six public universities; and stratified random sampling technique to draw 450 academic leaders from band1, band2, and band6 for the quantitative inquiry. Further, he employed purposive and snowball sampling techniques to select 18 senior academic officers for qualitative inquiry. The author used modified multifactor leadership questionnaire, principal instructional management rating scale, and self-developed challenge and leadership development methodological form items to construct the research questionnaire. Among 450 questionnaires distributed to academic leaders, 401 (89%) were properly filled and returned. Besides, partially open-ended interview protocol administered to 18 senior academic officers. Finally, the author employed IBM-SPSS-20 to record, organize, and analyze the quantitative data. Besides, he manually analyzed the qualitatively gathered data. As results, the author verified the status of academic leadership development practices is partially effective (transformational =2.7, transactional = 2.3, laissez-faire = 1.8, and instructional = 2.4 mean scores). Except the instructional leadership (t = 2.6, df = 399, P=0.01), the perceived transformational (t =1.7, df=399, P=0.09), transaction (t = 0.9, df = 399, P=0.39), and laissezviii faire (t = 1.9, df = 399, P=0.06) leadership behaviors could not make a significant difference between faculty members and academic officers. Besides, the stepwise regression results justified that the combination of transformational, instructional, and laissez-faire leadership behaviors best explain the development of academic leadership outcome (R2 = 0.63). The methodological best practices in leadership development are better to explain instructional leadership behaviors (R2 = 0.39) than to explain full range leadership behaviors (R2 = 0.15). Challenging the status quo, self-updating, and questioning systematic discriminations account to improve leadership outcome (R2 = 0.13). In contrast, the role mix conflicts, lack of novelty, lack of clear goal, lack of commitments, the emerging invisible rules domination over legal rules, and the growing conflicts of personal interest against the collective interest are the sources of challenges that require immediate alteration. Transforming the emerging challenges into developmental challenges are gaining through deriving the expansion processes of setting goals, aligning the academic task and competencies, and subsuming individual interest in collectives’ interest towards institutional goal. In sum, the legislative policy standard criteria endorsed to guide the recruiting, selecting, developing, and retaining phases of academic leadership development partially support the ongoing academic leadership development practices in Ethiopia’s public university context. Key Words: Leadership, leadership development, policy, practices, and challenges