Browsing by Author "Melaku, Temesgen"

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    Determinants of Job Satisfaction among health workforce in Menelik II Referral Hospital, Addis Ababa, Ethiopia
    (A.A.U, 2019-09) Melaku, Temesgen; Yohannes, Workaferahu (PhD)
    Health workforce job satisfaction is a crucial element of health care service provision. However, determinants of job satisfaction among health workforce are not well studied in referral hospitals using econometric models. The objective of this study was to identify the key determinants of job satisfaction among health workforce in Menelik II Referral Hospital, Addis Ababa, Ethiopia. The study used a cross sectional survey design. Structured interview with 250 sample respondents were held, who were selected using probability sampling technique. Descriptive statistics and inferential statistics: ordered logistic regression was used to identify sociodemographic and work related determinants affecting job satisfaction of health work force and data analysis at institutional level. The result show that most of the respondents are in a very satisfied and satisfied category of job satisfaction. In which, the distribution shows 14.69% and 29.8% of the total respondents are very satisfied and satisfied with their job respectively. On the other hand 24.08% and 4.08% of the respondents are unsatisfied and very unsatisfied with their job respectively. Among the study variables included in this study age, family size, educational status, income, professional category, year of experience, participation in decision making and relationship with supervisors are significantly determining the job satisfaction of health work force in the study area. Thus, in the process of human resource management and development policy making process, these variables should be considered by the health sector and concerned decision makers and policy makers of health institutions.
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    A Study on Principal's Instructional Leadership Effectiveness and Influencing Factors in Senior Secondary Schools of Amhara Region
    (Addis Ababa University, 1998-05) Melaku, Temesgen; Ingidayehu, Yalew (PhD)
    The purpose of this study is to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in senior secondary schools of Amhara Region. Leader's engagement in defining the school mission, managing curriculum and instruction, supervising instruction, monitoring student progress and promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held like personal characteristics, organizational characteristics and district/zone administrative characteristics were treated as influencing factors . To this end, the study was conducted in 14 senior secondary schools selected from 6 zones by using a combination of stratified and quota sampling techniques. Twenty six school leaders, 192 teachers and 6 supervision staff were used as the subjects of the study to obtain the necessary data. Questionnaire, document analysis and unstructured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage, Pearson's correlation coefficient and t-test statistical instruments. Findings from the data analysis revealed that most school leaders are strong (etIective) neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department head, number of credit hours taken in educational fields and level of education appeared to have significant relationship with ILE. And hence, longer experience,more credits and higher level in the above characteristics, respectively contributed positively to the success of leaders in their instructional leadership role. Of the organizational characteristics, greater availability of instructional resources, professional norm that greatly value leaders' participation in curricular and instructional issues, and larger teaching staff size contributed positively to ILE, whereas greater role diversity lowered their ILE. Among the district/zone education department characteristics, generally, the manifest emphasis of expectations of higher officials on activities other than instructional leadership or matters that are secondary to ILE as well as high degree of fmancial and supply delivery problems, untimely teacher transfer and delay substitutes to and deployment of teachers have significantly influenced ILE in the negative direction. In sum, these findings indicated that ILE is a function of personal, organizational and districtlzone education department characteristics (factors). Following the findings and conclusions drawn, it is recommended that REB in collaboration with zone and district education departments should define the instructional leadership roles of leaders clearly in terms of the five dimensions, provide trainings in the area, revise and improve the selection and appointment criteria of leadership positions, reduce and improve the organizational and district/zone factors debilitating instructional leadership role of the leader.