Browsing by Author "Tola, Teshome (PhD)"
Item Challenges of Principals’ Leadership Practices in Secondary Schools of Kembata Tembaro Zon In SNNPR(Addis Ababa University, 2019-06) Hailemichael, Meseret; Tola, Teshome (PhD)The purpose of this study was to assess Challenges of Principals’ Leadership Practices in Governmental Secondary Schools of Kambata Tembaro Zone. To achieve this purpose the study employed descriptive survey research design. Study used both qualitative and quantitative approach through collecting and analyzing data. For the study 7 secondary and preparatory schools were included through simple random sampling techniques. From these sample, 4 supervisors from cluster schools and 4 Woreda education officer quality assurancehead experts from woreda education office were selected by using availability sampling, while 120 teachers were selected by using stratified sampling and 14 principals were selected by using simple random sampling techniques. Questionnaires were used as main tool of data collection. Interview was used to substantiate the data gathered through questionnaires. Document analysis was also part of data collection for the study. Data were analyzed using statistics such as frequency, percentage, mean, standard deviation, and independent t-test while content analysis approach was used to analyze qualitative data. The result of the study indicated that the teacher and principals respondents have the same views. Challenges which faces the leadership practices of secondary school principal in Kambata Tembaro Zone such as heavy work load to perform instructional activities, lack of enough instructional materials, lack of technology leadership practices, interference of political case and superintendents for decision making, challenges of administrative obstacles and shortage of time due to unwanted meeting call from woreda administrative body, lack of community support for education, lack of enough budget allocation. Finally, to minimize the challenges listed in above related to challenges of leadership practices, it is recommended that the woreda education office in collaboration with the zonal education department has employed administrative workers at each level of vacancy to reduce work over load of principals, giving training in technology leadership, avoid interference of political case and superintendents for decision making in the school, avoid unwanted meeting call from woreda education office, allocate sufficient budgets for education sector and motivate and create awareness community participation in education area were suggested.Item Effectiveness of Principals instructional Leadership in Government Secondary Schools of North Shoa Zone Oromia Regional State(Addis Ababa University, 2018-06) Defere, Serkalem; Tola, Teshome (PhD)The purpose of this study was to explore the status of effectiveness of principals instructional Leadership in government secondary schools of North Shoa zone Oromia regional state of Ethiopia. More specifically, the study deals with examining the extent of principals’ effectiveness on instructional leadership practices; investigating the dimensions of instructional leadership practices in which principals are effective; and identify the major factors that influence instructional leadership effectiveness of principals in secondary schools of north Shoa Zone Oromia Regional state. The major sources of data were teachers, principals, School Board, PTSA members, Student Councils, and Officials from woreda Education Office. The selection of sample teacher respondents was carried out using simple random sampling technique. The remaining respondents were selected as a sample considering the relevancy of their position to principals’ instructional leadership effective using purposive sampling technique. The data were collected through a questionnaire, interview, FGD and document analysis. Then the collected data were processed through SPSS-V20 software; and analyzed using descriptive statistic. Additionally, coefficient of correlation, t-test was also used to measure the relationship of teachers and other respondents to some variables of the study. The results of the study showed that, Principals are less effective in instructional leadership practices. Particularly they were weak in using technology and multiple sources of data to improve classroom instruction; facilitating the development of a school vision and providing staff with professional development. The instructional leadership effectiveness of principals was affected by inappropriate selection and assignment of such as school leadership; absences of recognition and incentive for best performances; lack of principals professional competency in instructional leadership; and shortage of resources and facilities required for instructional processes of the schools. Then, based on major findings of the study it is concluded that, principals’ lead instructional activities of the school without having competency in educational leadership practices. So, they were assigned simply to fill the leadership position; ignoring the issue of professionalism, democratization and school improvement programs. Finally, based on the findings of the study and conclusions drawn, recommendations were forwarded to improve principals’ instructional leadership effectiveness; providing training for current principals on the concepts and practices of instructional leadership; assigning principals qualified in Educational Leadership on merit basis; mobilizing resources required for success of the instruction; and facilitating annual forums and experience sharing programs among school leaders.Item Evaluative Research on the Effectiveness of The Post Graduate Diploma in Teaching /Pgdt/ Program: The Case of Addis Ababa City Governement and Oromia Region(Addis Ababa University, 2016-09) Aklilu, Gashaw; Tola, Teshome (PhD)The purpose of the study was to evaluate as to how the PGDT program design was implemented in the education system. The research has used a descriptive survey research design. To this end, the researcher attempted to evaluate the effectiveness of the program implementation in comparison to its design making use of the data collected from stake holders such as the MoE, PGDT trainer universities, and Regional Education Bureaus‟. Consequently, a purposive sampling, simple random sampling, systematic random sampling, and census techniques were employed so as to select samples from university coordinators, MoE & REBs‟ experts and PGDT gradutes. In this regard, 550 pgdt graduate teachers were selected from a list of 1353 working in Oromiya, and Addis Ababa and 10 coordinators from mentioned institutes have been selected purposively based on their knowledge and involvement in the program. Of 10 purposively selected PGDT coordinators four were from the AAU & DBU, two were from MoE, and four were from Oromiya & Addis Ababa education bureaus. Data were collected through questionnaire from pgdt graduates and interviews were used to collect data from the ten selected education professionals of the MoE, AAU, DBU, OEB, & AAEB. Content validity, and reliability were made to the questionnaire prepared for PGDT graduates, and necessary corrections and eliminations were made. On the other hand, a content validity check only was made to the interview questions prepared and they were of two types; one for MoE & REB senior experts and the other for PGDT coordinators from AAU & DBU. The data collected from the pgdt graduates were analysed using the SPSS software and thematic narrations while the data collected through interview. Generally speaking, the study found out that the implementation of the program was ineffective based on the data collected from all of the respondents. The main findings of the study were the implementation of the PGDT program found to be ineffective to satisfy the demands of private schools all over the country, unable to make use of all selection criteria‟s except that the entrance examination, didn‟t compensate all those role players who participate in the training especially mentors, could not attract competent and interested candidates, found to be permeable to let untrained „teachers‟ to join the system, deny autonomy of teacher educators, and could not retain trained teachers. Moreover, the program was found to be closed for those private applicants who might possibly be relatively competent and interested to become teachers having the training at their own paceItem Factors Affecting the Effectiveness of Principals’ Leadership Activity in Some Secondary Schools of Horo-Guduru Wollega Zone(Addis Ababa University, 2015-06) Wakjira, Gemechu; Tola, Teshome (PhD)The purpose of this study was to analyze the leadership activities of in selected secondary schools of Horo-Guduru-Wollega Zone in Ethiopia. To this end, descriptive survey design was used and both quantitative and qualitative methods were employed. Out of 30secondary schools, 8 secondary schools were selected through stratified random sampling technique. 82 teachers, eight secondary school principals, three secondary school supervisors and 14 woreda education experts were used as primary sources of data. Secondary data sources were secondary school reports, and relevant policy documents. Data for the study were collected through questionnaire, semi-structured interview guide and focus group discussions. The data collected were analyzed by using frequency counts, percentages, mean and weighted mean. The findings of this study revealed that the lazesss- faire leadership style was the most commonly used; leadership style among principals of secondary schools in the zone. Teachers’ job performance was also found to be at a moderate level in the schools. From the findings, it was recommended that school principals should use both laissez-faire and democratic styles of leadership in their school administration in order to enhance better job performance among teachers. The use of the autocratic leadership style should be discouraged among school principals as it could not bring a better job performance among teachers.Item Instructional Leadership Effectiveness of Governmental Secondary School Principal in Akaki Kality Sub-City(Addis Ababa University, 2017-06) Demissie, Belay; Tola, Teshome (PhD)The purpose of this study was to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in secondary school of Akaki Kality’s sub city. Leader’s engagement in defining mission, managing curriculum and instruction, supervising instruction, monitoring student progress, promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held such as, personal characteristics, organization characteristics and district/zone administrative characteristics were treated as influencing factors./ the study was conducted in 2 secondary schools selected from 5 by using purposive 8 school leaders, and 56 teachers were used as the subjects of the study to obtain the necessary data. Questionnaire, unstructured interview and focus group discussion were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage and data obtained through interview and focus group discussion were analyzed qualitatively through descriptive narration or theoretical presentation for the purpose of triangulation. Findings from the data analysis revealed that most school leaders are not effective neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department and unit leader as a leader and number of organizational characteristics, availability of instructional resource.In general School principals of Akaki kaliy sub-city are ineffective in many counts (supervisory support, professional support, community relation, curriculum development and etc…) to facilitate teaching and learning. This also showed that since principals’ effort to facilitate teaching and learning was low in many counts, learners are not effectively learning and teachers are not effectively teaching to improve the student achievement and the school as whole. Addis Ababa city administration education Bureau in collaboration with Woreda education office and sub city 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 factors debilitating instructional leadership role of the leader.Item The Practices of Farmers Training Centers’ in Enhancing Rural Livelihoods: The Case of Dawo Woreda, Oromia Regional State(Addis Ababa University, 2017-10) Gemechu, Alemayehu; Tola, Teshome (PhD)This study surveyed the practices of farmers’ Training centers found in Dawo Woreda. A descriptive survey design that employed both qualitative and quantitative approach was used by collecting data from 52 randomly selected households. In addition qualitative data were gathered from DAs, community elders, youth and women groups through interviews and FGDs. Frequency counts, percentage, mean and standard deviation were used as statistical tools to analyze quantitative data. The results indicated that the majority of the sample household had an experience of 5 years working with FTCs. It was found out that FTC users were satisfied by the trainings about crop production, natural resources management and animal production at different rates. The results also indicated that the majority of the users recognized to have benefited from FTCs trainings in terms of developing the culture of saving, access to market and improved knowledge on agriculture and environment. Nevertheless, most of the FTC-users evaluated the training received as irrelevant to their needs. Qualitative analysis revealed the most critical challenges of FTC were the lack of necessary resources and equipment. The study concludes that the contribution of FTCs practices on farmers’ livelihoods in the study area has both negative for landles youth and positive in improving farmers livelihood. Recommendations having implications for future interventions and research are forwarded. Key words: Farmer training centers, rural livelihood, extension, adult literacy.Item Practices, Challenges and Prospects of School Net Implementation in Secondary Schools of Addis Ababa City Administration(Addis Ababa University, 2018-06) Said, Hussien; Tola, Teshome (PhD)The purpose of this study was discussing the existing Practices, Predicaments and prospects of School net Implementation in selected secondary schools in Addis Ababa. The main research questions raised were the extent of School Net implementation in the sample schools, the perceptions of teachers’, students’ and school leadership on School Net and the challenges for successful implementation of School Net. The research utilized mixed research method. And descriptive survey research design was used. The sampling methods employed were purposive, random sampling and stratified random sampling. A simple random sampling method was used to select sample sub cities. A purposive sampling method was used to select sample schools,their principals and experts. A stratified random sampling method was used to select teachers and students. The study used both primary and secondary sources. The researcher collected data from teachers, students, School leadership from sample schools, AACEB experts and sub city educational experts. The major data collection instruments include Questionnaires, interviewers, observation check list and document analysis. The major findings of the study include there were no infrastructure, equipment shortage in the schools. But there were functionality problems of computer and plasma TV. The study showed teachers lack appropriate ICT training. Even teachers have the same perception like the previous plasma transmission. There was good perception on educational plasma content lessons. Lastly, the study revealed that the implementation of school net in schools in Addis Ababa faces different challenges. These challenges include unavailability and inappropriate ICT infrastructure, teachers training and educational plasma contents in the secondary schools; limited ICT knowledge and skills for both the teachers and the students characterized by inadequate time for in-service courses for teachers; limited technical support during teaching and learning process, and lack of proper ICT policies in the secondary schools. There is a gap in owning the project properly and there is no continuous support, monitoring and evaluating school Net and giving responsibility to school leaders and different office levels were not managed well. The teachers in School Net project did not include the plasma content lessons in their daily and weekly lesson plan. Hence, the research concluded that the inadequate practice, poor perception and the mentioned challenges hindered school net implementation in the schools. Key words: ICT, School Net, Implementation, challenges, Prospects, Secondary School.Item Practices, Challenges and Prospects of School Net Implementation in Secondary Schools of Addis Ababa City Administration(Addis Ababa University, 2018-06) Said, Hussien; Tola, Teshome (PhD)The purpose of this study was discussing the existing Practices, Predicaments and prospects of School net Implementation in selected secondary schools in Addis Ababa. The main research questions raised were the extent of School Net implementation in the sample schools, the perceptions of teachers’, students’ and school leadership on School Net and the challenges for successful implementation of School Net. The research utilized mixed research method. And descriptive survey research design was used. The sampling methods employed were purposive, random sampling and stratified random sampling. A simple random sampling method was used to select sample sub cities. A purposive sampling method was used to select sample schools,their principals and experts. A stratified random sampling method was used to select teachers and students. The study used both primary and secondary sources. The researcher collected data from teachers, students, School leadership from sample schools, AACEB experts and sub city educational experts. The major data collection instruments include Questionnaires, interviewers, observation check list and document analysis. The major findings of the study include there were no infrastructure, equipment shortage in the schools. But there were functionality problems of computer and plasma TV. The study showed teachers lack appropriate ICT training. Even teachers have the same perception like the previous plasma transmission. There was good perception on educational plasma content lessons. Lastly, the study revealed that the implementation of school net in schools in Addis Ababa faces different challenges. These challenges include unavailability and inappropriate ICT infrastructure, teachers training and educational plasma contents in the secondary schools; limited ICT knowledge and skills for both the teachers and the students characterized by inadequate time for in-service courses for teachers; limited technical support during teaching and learning process, and lack of proper ICT policies in the secondary schools. There is a gap in owning the project properly and there is no continuous support, monitoring and evaluating school Net and giving responsibility to school leaders and different office levels were not managed well. The teachers in School Net project did not include the plasma content lessons in their daily and weekly lesson plan. Hence, the research concluded that the inadequate practice, poor perception and the mentioned challenges hindered school net implementation in the schools. Key words: ICT, School Net, Implementation, challenges, Prospects, Secondary School.Item School Leadership Practices and Challenges in Oromia Regional State of North Shoa Zone the Case of Preparatory Schools(Addis Ababa University, 2018-06) Tamene, Tesfaye; Tola, Teshome (PhD)The purpose of this study was to identify those challenges and practices of school leadership in preparatory schools of North Shoa Zone and to provide possible solutions for these challenges. To carry out this study descriptive survey method was employed. Participants of the study were 184 teachers, 12 principals and 6 supervisors. They involved in the study being selected using simple random sampling and purposive sampling methods. The data were collected by using a questionnaire, interview, and document analysis. Both qualitative and quantitative data analysis method were employed in order to reach to the results. Data obtained through questionnaire were analyzed and summarized using Statistical Package for the Social Science (SPSS Version 23.0) software analysis. Statistical tools such as; frequency count, Percentage, mean and standard deviation, were calculated. Thus, statistics were entered into Thus, findings of the study indicate that the school leaders need to be independent and free to make decisions with guidelines of leadership; assignment of school leader based on talent, knowledge qualities or the know how needed ,the school leaders should be valuable at the top level of management by successful chief executive. Thus, the concerned bodies should assign school leaders with attributes such as decisiveness, assertiveness, integrity, enthusiasm, imagination, willingness to work hard, analytical ability, understanding others , abilities to create opportunities for good governance and handling diversity and practical implementation of secularism, ability to meet unpleasant situations, ability to adopt to quickly to change and willingness to task risks, the school leaders need to be educated enough to gather, synthesize and interpret large amount of information and need to be able to create vision ,mission, solve problem and make objective or rational decision based on fact and reasoning, the school leaders should be those who have deep knowledge and be able to make well-informed decisions and able to understand the implications of the decisions and extraversions; Finally, the government and the academic institute should design policy or curriculum and criteria of selecting trainee leaders which enable the school leaders be equipped with the necessary and successful school leadership quality.Item The Status and Practice of Non-Formal Adult Education in the Ethiopian Kale Heyewet Church(Addis Ababauniversity, 2014-06) W/semayat, Endale; Tola, Teshome (PhD)The purpose of this study was to identify status and practice of NFAE in the Ethiopian Kale Heyewet Church. Descriptive survey method was used for the study. Data were gathered from program facilitators, EKHC education and training department (Capacity building officers), program supervisors, and community representatives. Data were collected from respondents through questionnaire, unstructured interview and observation check-lists. Sampling techniques employed for this study were purposive, random and availability sampling. Appropriate statistical tools (percentage and mean) were used in order to analyze quantitative data while narration was used to analyze qualitative data. The findings of the study revealed that though facilitators had taken training it was not sufficient in relation to their duties and responsibility. The study reflected the contribution of NFAE in the project areas were found good in addressing the community and in poverty reduction and in bringing sustainability growth. Furthermore, according to the findings stakeholders participation was encouraging. The study suggested that facilitators should be trained with relevant training packages in relation to their duties and responsibility. For the success of NFAE, the respective educational officials and experts, EKHC training and education department, and the community at large accomplish their responsibility in organized and integrated manner