Browsing by Author "Tulu, Mulugeta"

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    Problems of Students-Teacher Conflicts The Case of Government General Secondary Schools in Addis Ababa City Administration
    (Addis Ababa University, 2016-06) Tulu, Mulugeta; Regass, Fetene (PhD)
    With the objective of identifying, analyzing and seeking remedies to student-teacher conflicts in some selected schools of Arada, Gulele, Kirkos and Akaki-kality sub cities of Addis Ababa, this research employed methodological pluralism. I.e. different methods and tools to collect analyze and synthesize meaning full information that lead to valid conclusions and recommendations. As there is no single best method to conduct research and to collect date the researcher employed questionnaire, interview, observation, Focus group discussion, key person informant as main tools to collect both the quantitative and qualitative date. The SPSS, State, tables and charts, graphs were used to test and ensure the validity and reliability of the data and the instruments. The researcher applied the standard deviation, mean, percentile test to analyze the quantitative data. Narrations, voice recording and interpretation were used to analyze and synthesize in formations from the qualitative data. Accordingly, out of a student population of 7548 (includes both grade 9 and 10 in 2016) are selected on the basis of their proximity to roads, their past historical record of student-teacher conflicts, their voluntarily to participate in the study and their large population size. But only 8 percent were included in the sample to accommodate the time, resource and manpower shortage. Accordingly, 626 students, go teachers, 8principals and 8 PTSA members were participants of the study, so, the dependant variable. I.e. student-teacher conflict is affected by multiple physical, health, psychological, socio-economic, academic, cultural and political factors. The interventions include full scale involvement of the stake holders such as families, officials, teachers and the community. Better provision of logistics, close super vision and follow-up frequent advice and counseling, improving lesson delivery, taking hard and fast measures on serious violent cases were sought as remedies to the problem
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    Problems of Students-Teacher Conflicts The Case of Government General Secondary Schools in Addis Ababa City Administration
    (Addis Ababa Univerisity, 2016-06) Tulu, Mulugeta; Regass, Fetene(PhD)
    With the objective of identifying, analyzing and seeking remedies to student-teacher conflicts in some selected schools of Arada, Gulele, Kirkos and Akaki-kality sub cities of Addis Ababa, this research employed methodological pluralism. I.e. different methods and tools to collect analyze and synthesize meaning full information that lead to valid conclusions and recommendations. As there is no single best method to conduct research and to collect date the researcher employed questionnaire, interview, observation, Focus group discussion, key person informant as main tools to collect both the quantitative and qualitative date. The SPSS, State, tables and charts, graphs were used to test and ensure the validity and reliability of the data and the instruments. The researcher applied the standard deviation, mean, percentile test to analyze the quantitative data. Narrations, voice recording and interpretation were used to analyze and synthesize in formations from the qualitative data. Accordingly, out of a student population of 7548 (includes both grade 9 and 10 in 2016) are selected on the basis of their proximity to roads, their past historical record of student-teacher conflicts, their voluntarily to participate in the study and their large population size. But only 8 percent were included in the sample to accommodate the time, resource and manpower shortage. Accordingly, 626 students, go teachers, 8principals and 8 PTSA members were participants of the study, so, the dependant variable. I.e. student-teacher conflict is affected by multiple physical, health, psychological, socio-economic, academic, cultural and political factors. The interventions include full scale involvement of the stake holders such as families, officials, teachers and the community. Better provision of logistics, close super vision and follow-up frequent advice and counseling, improving lesson delivery, taking hard and fast measures on serious violent cases were sought as remedies to the problem.