Browsing by Author "Tesfaye, Anteneh"

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    Enhancing Knowledge Sharing With in Nbi Determinants and Solutions
    (Addis Ababa University, 2014-06) Tesfaye, Anteneh; Beshah, Tibebe (PhD)
    Knowledge sharing has been identified as the key enabler of knowledge management. To leverage knowledge resources and to support knowledge sharing, organizations are employing knowledge management systems. While knowledge management systems are important, practical implementations have found that technology alone cannot guarantee that knowledge will be shared. The objective of this research study was to examine the determinant factors that promote or discourage knowledge sharing behaviors of individuals with in NBI context and propose a technical and non- technical solutions. Drawing from multiple streams of research including social psychology, organizational learning, knowledge management, information systems and so forth, this research developed an integrated theoretical model and unveiled three sets of critical factors: psychological, organizational and technological that are believed to affect the knowledge sharing behaviors. The posited theoretical model was validated using a field survey of individuals from NBI, the case study area of this research study. The results of the study provide empirical support for the overall structure theorized in the research model. 9 of the 11 hypothesized relationships were supported. Knowledge sharing behavior was predicted by individual’s intention towards knowledge sharing and perceived behavioral control. Knowledge sharing intention in turn was predicted by knowledge workers attitude towards knowledge sharing, subjective norm and perceived behavioral control. The strength of Social network and trust exerted positive effect towards favorable attitude towards knowledge sharing and subjective norms towards knowledge sharing. Perceived organizational incentives and benefits exerted a positive effect towards favorable attitude towards knowledge sharing. The perceptions of loss of knowledge power exerted a negative effect on the attitude. Organizational climate positively influenced knowledge workers subjective norm. Additionally, facilitating tools and technology was positively associated with high levels of perceived behavioral control towards knowledge sharing. Based on the findings, the study discussed implications for theory and practice. Overall, the results of the study advance prior research in the area of knowledge sharing by shedding light on the determinants of knowledge sharing behaviors of individuals. In addition to contributing to theory, XI | P a g e the findings of the study also yield insights for practice. These insights could be used by organizations in developing realistic environments that are conducive to knowledge sharing. Furthermore in the final section the study proposed a prototype knowledge portal that can be used as a common tool to minimize the effects of those factors identified during study through providing an easy means for collaboration, Community of practices, access to valuable knowledge, team building, knowledge sharing, to narrow the physical gap between individuals in organization like NBI and so forth.
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    Secondary Schools Teachers’ Job Motivation in Kirkos Sub-City Government Schools
    (Addis Ababa University, 2018-06) Tesfaye, Anteneh; Alemu, Yekunoamlak (PhD)
    This study was conducted on the secondary schools teachers’ job motivation in kirkos sub-city governmental schools in Addis Ababa City Administrative. Its major purpose was to identify teachers’ job motivation. Descriptive research (survey) method was employed to gather the required data from the specific populations’ present condition. The target population of the study was secondary school teachers and the samples were selected by using simple random, snow ball and purposive sampling techniques. To this effect, a structured questionnaire was prepared and administrated to 80 teachers. A response rate of 20% is considered as a good response rate, while a 30% response rate is considered to be really good (Gert Van Dessel, 2013).and there are only twenty principal in Kirkos Sub City why they selected. Structured interview question were prepared and conducted with to eight sub-city education experts as well as 5 sub-city Teachers’ Association leaders for focus group discussion. Data analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage, mean, standard deviation, t-test, person correlation, and one-way analysis of variance (ANOVA) to identify if there were significant difference, similarity and relationship among the responses of the respondents on several variables. Moreover personal correlation was used to see the relationship between the factors that affect teacher’s motivation. The results indicated that teachers were significantly dissatisfied with most aspects of their work in Kirkos Sub City Government Secondary School. Economic and social factors emerged as the primary dissatisfying aspect of all the work factors. The other areas of dissatisfactions related to ineffective organizational leadership and administration, low status of teaching as a profession and job design, poor interpersonal relationships among teachers’ and administrators, ineffective supervision, lack of promotion and recognition, negative image of the society and students to the teaching professional, unsuitable working conditions and organizational rule and policies implemented in rowing way . The study also revealed that among the factors that contributed to retain teachers in their institution which include the notion that teaching is better than other jobs in benefiting the society, the opportunity to be creative, opportunity for further education and thinking that teaching provides an opportunity to enjoying with young people. The analysis show that there was significant mean difference among teachers’ work motivation with regard to teachers’ sex, qualification, additional income in relation to the profession and experience. some teachers’ in the school that have weekend and night education classes were more satisfied than those who have not and regarding experience, teachers who have more than 11 years teaching experience were more motivated than those who have below 10 years work experience. In addition, all eleven of the identified factors were found to have statistically significant correlations with job satisfaction. Finally, recommendations were made in order to enhance the job motivation of secondary school teachers in Kirkos Sub City, and for further research. KEY WORDS: Job motivation; secondary school teachers, kirkos sub city, Descriptive-methods research, organizational leadership and administration, teaching as a profession and job design, interpersonal relationships, supervision, promotion and recognition, social factor, working conditions, economic factor and organizational rule and policies.