Browsing by Author "Solomon Hailu"

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    Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools of West Wollega Zone
    (Addis Ababa University , 2020-06) Solomon Hailu; Befekadu Zeleke
    In Ethiopia, women‘s proportion in leadership positions is very limited relative to their male counterparts in status posts in general and educational leadership in particular. The general objective of this study was to assess the factors that affect women’s teachers’ participation in educational leadership in secondary schools of the West Wollega zone. A descriptive survey study with a mixed research approach was employed. That means, data obtained through the close-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while those obtained through open-ended questionnaires and interviews and document analysis are analyzed qualitatively. Totally 184 respondents were selected as samples. School leadership quality is among the biggest factors ensuring high-quality student learning worldwide. Women's school leaders develop greater interactivity with children, helping them achieve greater engagement with learning and better results. The majority of the participants perceive those in principalship positions to have both feminines of masculine characters while one-third of them said that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of the female teachers include this study never aspired for leadership positions at the beginning of their careers. Additionally, choosing from issues involved in recruitment and selection about nearly half of the respondents said that it is the attitude of recruiters is the most influential. While one-fourth of them claimed that the criteria for recruitment are not clear and understandable while some of them said that ‘caring for children’ takes the upper hand for them, as a barrier to enter leadership positions followed by ‘getting married’. From among the personal barriers ‘educational background’ and ‘Childhood background’ of female teachers had taken the lead in influencing factors. Based on the findings it is recommended that policymakers, city Administration officers and immediate supervisors assert gender-sensitive issues in the making of policies to hire or promote principals to higher educational levels
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    A Study of the Reading Strategies of First Year Students At A University College in Ethiopia
    (Addis Ababa University, 2000-02) Solomon Hailu ; J Charles Alderson
    This study investigates the reading strategies of Ethiopian first year university students who use English as a foreign language and who are at high and low levels of English (the L2) language proficiency. Based on the think-aloud protocols of the students, the study examines individual differences in the types and frequency of use of the strategies, and considers the appropriateness and effectiveness of the strategies for the reading task (reading a passage) and the assigned reading purpose (summarising the passage and taking a short-answer reading comprehension test). Data were elicited using a three-stage procedure: a pre-reading elicitation of the students' awareness of their own strategies before reading using a metacognitive questionnaire; a during-reading elicitation of strategies based on the think-aloud protocols of the students; and a post-reading assessment of the students' strategies based on the students' reflections about their strategies and reading performance. The study also consists of a case study which was designed to inspect closely the strategy use of a sample of successful subjects (subjects at high and low levels of English language proficiency who achieved the highest reading comprehension scores) and less successful subjects (subjects at high and low levels of proficiency who achieved the lowest reading comprehension scores). The results show that the subjects at the high and low language levels were not markedly different in the number of strategy types they used and/or the frequency with which they used them. The findings demonstrate that the key difference between the students at the high and low levels of English language proficiency is the result of a combination of three interrelated factors: the presence or absence of an awareness of effective strategy use, language ability and processing difficulties. The study concludes that the key to successful reading does not lie in the mere possession of a repertoire of strategies nor in the frequent use of such strategies; nor does it lie merely in having a high level of linguistic proficiency. Successful reading results from knowing how appropriately and effectively the strategies are used in reading. The dissertation concludes by suggesting the pedagogical implications of the study.