Browsing by Author "Tizazu, Getnet (PhD)"

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    Assessment of Teachers Turnover and its Impact on the Teaching-Learning Process in Private Primary Schools of Bole Sub-City, Addis Ababa City Government
    (Addis Ababa University, 2017-06) Assefa, Adam; Tizazu, Getnet (PhD)
    The main purpose of this study was to assess the cause of teachers’ turnover and its impact on teaching-learning process in four private primary schools in Addis Ababa specifically in Bole Sub city. In order to conduct the study, four schools were selected for the study using purposive sampling technique. The study had six groups of respondents: current teachers, former teachers, students, principals, educational experts, and PTA. Questionnaires were administered for 62 current teachers selected from sampled schools. These respondents were randomly selected from a total of 110 teachers currently working in the sample schools. Adding, interviews were conducted with: 5 former teachers chosen through snowball sampling technique, 4 principals from each sample schools, 2 educational experts, and 2 PTA members. Focus group discussions were also held with selected students. Research data collected through questionnaire were analyzed and interpreted by using percentage and information gathered through interview and focus group discussions were analyzed qualitatively. The study indicated that the major causes for teachers’’ turnover were: lack of motivation (commitment) for teaching profession, non-conducive working environment, poor administration system, inadequate salary and fringe benefits as well as students’ behavior and disciplinary problem. It was also found the staff attrition has resulted in some problems in teaching learning process: school programs were disturbed, the quality of education was compromised, qualified and experienced teachers were replaced by non-qualified and non-experienced teachers, and the remaining teachers were demoralizes teachers turnover affects students teaching-learning process. Students have been obliged to sit for exams without completing portions of subjects. On the basis of these findings, the study forwarded some mechanisms to minimize teachers’ turnover through creating conducive working environment, reducing teaching load and ensuring fringe benefits.
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    An Assessment of Teachers Turnover in North Western Zone of Secondary Schools of Tigray Regional state
    (Addis Ababa University, 2011-05) Teklemariam, Hagos; Tizazu, Getnet (PhD)
    The main purpose of this study was to identify the major causes for teachers’ turnover and its implications to the teaching learning process in Northern West Zone of Tigray Regional State. A descriptive survey method and in-depth interviews were used in order to obtain pertinent information on the current state of problems of teachers’ turnover in the zone. Five woredas and eight secondary schools were included in the study using stratified sampling technique. The study had two groups of respondents that included 136 existing and 7 former teachers. While stratified random sampling was used selecting for existing teachers and snowball sampling was used to choosing subject of former teachers. Interviews were conducted with former teachers as well as school principals, woreda education heads and experts. Research data secured through questionnaire, interview and document analysis were analyzed using frequency, percentage, mean scores, Chi-square and the data collected was transcribed, translated to English & then analyzed qualitatively. The study showed that the annual average teacher turnover in secondary schools of the zone for the last five years (2008/09– 2012/13) was 10.3% with the highest (16.6%) in Asgede Thimbla woreda and the lowest (6.7%) in Tahtay-Koraro woreda. Sex wise 12.3% of female and 9.9% of male teachers left secondary schools of the zone for the last five years. Teachers with less than eleven years of experience quit teaching in secondary schools than teachers above ten years of work experience. Moreover, teachers who specialized in natural science comprised the highest group of leavers; and the trend of teachers’ turnover seems likely to continue. Results also revealed that the existing and former teachers joined the teaching profession not because they like it, but because they had no other alternatives. In addition to this, teachers become dissatisfied with both working conditions and work itself in schools. The existing teachers intended to leave and former teachers quitted from teaching in secondary schools mainly due to: economic factors (inadequate salary and lack of incentives) as compared to other civil service servants with similar qualification and work experience, low social status accorded to teaching profession by the society and the government at large, availability of opportunity of other occupation with better payment and incentives, CPD program, and poor students’ enthusiasm to learn. As a result of teachers’ turnover, instructional activities were interrupted, the remaining teachers were demoralized, work load in education officials and teaching load has increased, Generally, teachers’ turnover in secondary schools of Northern west zone in Tigray regional state was found to be a function of shortage of effective teachers, low teachers commitment, interrupted teaching learning process and performance. This implies to policy makers in the region to change the dissatisfaction level of teachers to be minimized through different mechanisms such as by improving career ladder and incentives, social status of education, working conditions, teacher’s competence through professional development etc
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    The Challenges and Achievements af Dawurogna As A Medium of Instruction In Primary First Cycle Schools Of Dawuro Zone, SNNPR
    (Addis Ababa University, 2011-04) Betela, Zenebe; Tizazu, Getnet (PhD)
    The aim of this study was to explore the challenges and achievements of Dawurogna as a medium of instruction in primary first cycle schools of Dawuro zone, SNNP. For the purpose, the zone and woreda education officials, teachers of Mareka, Loma woreda and Sore town administration, and grade four students and their parents were the source subjects of the study, where the use of Dawurogna as a medium of instruction is being implementing. In an attempt to collect reliable and valuable information, a combination of diverse data gathering tools consisting of questionnaire, interview and documentary sources supported by informal discussions with schools principals and officials were carried out. The findings of the study revealed that the attempt made to prepare teachers to teach in Dawuro language as a medium of instruction was not promising and satisfactorily treated. The educational status of teachers was not in line with the current education and training policy of the country. The in-service training was also the forgotten issue. There was a serious scarcity of students' textbooks and other reference materials for both teachers and students. Most teachers replied that textbooks prepared was not in line with students' age and grade level and also lack cultural context. The other most serious problem was, teachers' negative attitude towards the language as a medium of instruction and their least participation in various problem solving activities, but students, offiCials and parents have favorable attitude to the language as a medium of instruction. The inability of teachers training Colleges to train teachers in their respective nationality languages was also another major problem. The participation of teachers in activities such as curriculum and text materials preparation, evaluation, workshops to build their capacity were very low. On a positive note, Dawurogna medium of instruction has resulted in various benefits; it highlighted the freedom of using the language. It helped students to understand the lesson. Translation problem has been omitted that the concerned bodies to discuss on school matters each other, . enabled people to write and read etc. were the major ones. On the basis of the findings, the awareness and skill development training, preparing qualified teachers and relevant textbooks, and other instructional materials, enabling the training Colleges to train teachers in their respective nationality languages, encouraging teachers and other educators to conduct research on the area and strengthening the community (stakeholders) participation by the regional, zonal and woreda education bureau with other stakeholders should be carried on Y1!ere recommended to ease the problems and to maintain the achievements obtained
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    Factors Influencing Community Participation in the Implementation of Primary School Curriculum in Primary Schools of Axum Town, Tigray Region
    (Addis Ababa University, 2014-06) Hailu, Tadewos; Tizazu, Getnet (PhD)
    The main purpose of this study is to identify the practices and level of community participation in the implementation of primary school curriculum. Communities are strategic in a variety of ways towards the provision and management of education as well as teaching learning and enforcement processes. However, the role of the communities on schools, at which this study is focused, was raised by schools in Axum town as one of the problem areas that need improvement. This paper discusses how communities can be involved in variety of aspects related to the implementation of curriculum in schools for the improvement of quality of education. Descriptive survey method was used in this study. Questionnaires, interviews and review of documents were employed in order to conduct both quantitative and quantitative content analysis of community participation in various forms and dimensions in order to show the challenges and prospects in the Axum community setting. The study was conducted in five primary schools in the Axum town of the Tigray Region. A total of 109 respondents were participated in the study comprising of 5 principals, 6 vice principals, 79 teachers 4 cluster supervisors 5 PTA members, 5 SETB members and 5 parents. Overall, the community participation in the implementation of primary school curriculum in the five schools studied was found to be low. The roles of the school community in the implementation of school curriculum are found inadequate. Primary school curriculum implementation needs a shared efforts and responses from the community, teachers, principals, vice principals and students. It is recommended that partnership and interaction between community and school in implementing educational policies and programs must be built to provide initiative, responsibility, sensitivity for participation in education and school governance designed to improve community participation in the implementation of primary school curriculum
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    Factors Influencing Community Participation in The Implementation of Primary School Curriculum in Primary Schools of Axum Town, Tigray Region
    (Addis Ababa Univerisity, 2014-06) Hailu, Tadewos; Tizazu, Getnet (PhD)
    The main purpose of this study is to identify the practices and level of community participation in the implementation of primary school curriculum. Communities are strategic in a variety of ways towards the provision and management of education as well as teaching learning and enforcement processes. However, the role of the communities on schools, at which this study is focused, was raised by schools in Axum town as one of the problem areas that need improvement. This paper discusses how communities can be involved in variety of aspects related to the implementation of curriculum in schools for the improvement of quality of education. Descriptive survey method was used in this study. Questionnaires, interviews and review of documents were employed in order to conduct both quantitative and quantitative content analysis of community participation in various forms and dimensions in order to show the challenges and prospects in the Axum community setting. The study was conducted in five primary schools in the Axum town of the Tigray Region. A total of 109 respondents were participated in the study comprising of 5 principals, 6 vice principals, 79 teachers 4 cluster supervisors 5 PTA members, 5 SETB members and 5 parents. Overall, the community participation in the implementation of primary school curriculum in the five schools studied was found to be low. The roles of the school community in the implementation of school curriculum are found inadequate. Primary school curriculum implementation needs a shared efforts and responses from the community, teachers, principals, vice principals and students. It is recommended that partnership and interaction between community and school in implementing educational policies and programs must be built to provide initiative, responsibility, sensitivity for participation in education and school governance designed to improve community participation in the implementation of primary school curriculum.
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    The Newly Introduced Teachers’ Incentives and Motivation: The Case of Government Secondary Schools in Kolfe Keranio Sub-city of Addis Ababa
    (Addis Ababa University, 2019-03) Habib, Fatuma; Tizazu, Getnet (PhD)
    The aim of this research was to explore the impact of newly introduced teachers’ incentives on their motivation. In the empirical investigation, a mixed-methods research design was used. For quantitative segment, data collection was collected through self-constructed structured questionnaire. Data were collected from 107 government secondary school teachers in Kolfe keranio sub-city, who were chosen using stratified random sampling. For the qualitative segment of the study, empirical materials were collected through interviews conducted with four directors and two sub city supervisors chosen using purposive sampling. . The data were statistically analyzed using the Statistical package for the Social Sciences (SPSS) computer software programme, and the results were appropriately interpreted. In the second, namely the qualitative phase, interviews were conducted with a sample of four directors and two sub city supervisors selected. The finding indicated that majority of teachers were happy with the distribution of condominium house .More than half of respondents were happy with public transportation service. Regarding the provision of Housing allowance majority were happy. But more than half of respondents were unhappy about the salary increment .The above findings generally shows incentives like public transport service, housing allowance, distribution of condominium house made more than half of teachers happy and it made them motivated however the salary increment was a major motivational challenge . The data also indicated that academic qualification is the leading socio demographic characteristics that influence teachers’ incentives motivation and followed by work experience. On the basis of the findings, it was mainly recommended that in order to enhance or strengthen the incentives the concerned body should focus on teacher incentives achieved the purpose for which they were meant like distribution of condominium house and the concerned should establish structured administrative manual for condominium house.
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    The Practice of Female Affirmative Action Program Topromote Educational Equity in Secondary Schools of Western Zoneof Tigray
    (Addis Ababa University, 2011-05) Fitsum, Molla; Tizazu, Getnet (PhD)
    The purpose of this study was to investigate the practice of female affirmative action program implementation in three selected secondary schools in Western zone of Tigray Regional state. To this end, school principals (N= 7) and teachers (N= 12) were selected purposively, because these principals and teacher shave detail information about Female Affirmative Action Program, and female students (N=207) were selected using random sampling technique. In order to collect relevant data from respective participants, questionnaire and interview were employed. A questionnaire with 12 items was prepared and administered to all school principals; another questionnaire with 13 items was administered 10 all selected teachers. In addition, still another questionnaire with 14 items was designed and distributed to all selected female students. For detail information, interview was conducted with 6 female student participants who were selected using random sampling technique (2 from each school who were voluntary to participate in the interview). Furthermore, the students' result from record office was taken as a source of data. In order to analyze the data collected using the above three instruments: questionnaire, interview and document, the quantitative and qualitative method of analysis were used. The data obtained through questionnaires and documents were analyzed using quantitative method. Accordingly, mean, frequency and percentage were computed. The data obtained through interview was analyzed using qualitative method; and qualitative description and narrations were made. Results of the study depict that the implementation offemale affirmative action program has become active in the beginning of the academic year; In addition, the program has never been practiced continuously throughout the academic year. In its opportunity, female students have recognized the relevance of the program and are aware of its positive impact in their successes