Browsing by Author "Yimam, Melaku"

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    Appraiser - Appraisee Perception of Teacher Performance Apprai sal in Senior Secondary Schools of Addis Ababa
    (Addis Ababa University, 1992-06) Yimam, Melaku; Yimtatu, Zaudneh (PhD)
    This exp l oratory study was designed to identify the major prob l ems of the curren t system of TPA operating in senior secondary schools of Addis Ababa ; and hence, to discover if relationships existed between appra i sers and appraisees in perceiving the problems thus identified . To this end , a nswers to basic questions pertaining to the purposes and criteria of TPA, skill and competence of appra i sers, t iming and frequency of appraisal, and process and procedures involved in appraisa l were sought. Following a review of the literature related to the problem under study , a survey questionnaire was deve l oped , field-tested and modified , and distribu t ed to a samp le of 154 appraisers and 356 appraisees drawn from 13 senio r secondary schools of Addis Ababa . Of the respective tota l sample size of the two study gr oups , 144 93.51 pe r cent) apprais ers and 324 ~1.01 per cent) apprais ees filled in and returned the ques tionna ir e . The findings of the study showed th at the two study groups perceived the pr imary purpose of a system of TPA to be formative rather than summa tive . On the contrary , summative purposes were report ed to be the ix primary concern of the current system of TPA; and the effectiveness of the system in achieving its purposes was rated a little more than average. Moreover, the validity , reliability , and utility l evels of the performance criteria under use were rated far below the maximum high; and the level of satisfaction of appraisers and appraisees with the criteria was a little more than average. Respon ses from the majority of the appraisers and appraisees revealed that no pre- appraisal meetings and post-appraisal conferences were held in senior secondary schools under study . eRO , on the other hand , was reported to be widely practised in most of these schools; but, on average, once in a semester and not for more than 40 minutes. Appraising the performance of teachers was , by and l arge , the responsibility of assistant principals and department heads . However , as perceived by most of the two study groups, teachers would prefer department heads to be designated appraisers of teachers ' performance . Moreover , most of the appraisees had no trust and confidence in their appraisers ' skill and competence in appraisal. It was confirmed by almost al l appraisers and appraisees that performance ratings of most senior secondary school teachers were above 3.00 points. However , reports revealed that while high performance ratings proved ineffective to stimulate teachers to improve performance , low ratings obsessed teachers and they often antagonized their appraisers and negatively affected their job. In general, the level of satisfaction of appraisers and appraisees with the system of TPA currently operating in senior secondary schools was below average . Nevertheless , a l most al l appraisers and appraisees perceived the potential value of the system ; but for it to functio n effectively, they recommended necessary revisions in the d es ign and operation of the system in which teachers would have meaningful participation .
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    The Practice of Materials Resource Management in North Shewa General Secondary Schools, Amhara Regional State: The case of Merhabete and Ensaro Woredas
    (Addis Ababa University, 2017-06) Yigezu, Kassahun; Yimam, Melaku
    The objective of this study was to assess the practice and problems of school materials resource management in Merehabete and Ensaro Woredas government general secondary schools in North, Shoa Amhara Regional State. It was concerned with school material resource management functions (such as, planning, purchasing, distribution, controlling challenges faced for effective management and utilization of school and implementation of policies and guidelines. (The stated objective Descriptive survey design was used in this study, because it helps to obtain firsthand information from multiple sources. Four groups of respondents participated in the study. These were academic and administrative staff, woredas officers and PTSA members. Two Woredas and four schools were involved in this study. Purposive sampling technique was preferred due to their direct relation with the issue under study and also to gain sufficient information. Availability and simple random sampling techniques were also employed, for the selection of plasma technician, material distributors and members of PTSA, store keeper, purchasers, finance officers, librarians respectively. The data was collected through questionnaire, interviews and personal observation. Data gathered through questionnaire were quantitatively analyzed using SPSS percentage, mean value whereas the data gathered through interview and observations were qualitatively analyzed. Having gone through these,the finding indicates that participation of stakeholders in school material resource management function process was run unsatisfactory. Integrated material management functions were not harmoniously implemented. Lack of training and continuous supervision in the area of school material resource management was a serious problem. Based on these findings, it was found legitimate to forward some recommendation. Therefore, capacitating professionals’ through training assist users in putting these materials into efficient utilization. To develop positive attitude towards the management and utilization of school materials, school managements should work closely with others who achieved objectives that may not be achievable by one individuals acted alone with the school community and stakeholders. The established managerial authorities in an school structure, arranged and allocated work , resources and the positive cooperation of the principals, Vice principals, unit leaders, department heads, teachers and parents should be designed by concerned bodies to utilize and manage materials properly.
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    Stuents Disciplinnary Problems in One Government and Three Praivate Preparatory Schools the Case of Addis Ketema Sub City of Addis Ababa City Administration
    (Addis Ababa University, 2015-06) Mekonnen, Tirunesh; Yimam, Melaku
    The purpose of this study is to assess the types and causes of students’ disciplinary problems in preparatory schools in Addis Ketema Sub City and to forward helpful interventions to minimize the problems in the schools under study. The study was based on descriptive research methods. Qualitative and quantitative approach was used so as to come up with adequate /proper findings A Proportional stratified sampling technique was employed to take the number of subjects selected from each stratum based on percentages of subjects in the population. Descriptive statistics mainly, cross- tabulations, frequency count, and percentages mean and weighted mean were used by employing SPSS computer software in the presentation, analysis and interpretation of the findings. The study reveals that, the major causes of students disciplinary problems are the absence of implementing school law. Parents limit their participation in the handling of students’ disciplinary problems. They were absent on the follow up of students’ day to day activities. The dynamic factors behind school level disciplinary problems were the collective effects of school environment. The absence of strict school rules and regulations, the absence of parental follow-up on students’ day to day activities, the absence of good leadership of school principals and the negligence of the society to take part in alleviating the students’ disciplinary problems are some of the cause of students’ disciplinary problems to be found in this study. Furthermore, cheating during examination b, learners do not have social contact c, disobedience d. fighting e. students use cell phones in the school, f. stealing g. calling teachers by name and h .damaging school property or vandalism were identified as the major types of students disciplinary problems in this study. Therefore, Schools should have strict rules and regulations and should incorporate in its rules “what is forbidden” and give awareness to the students early and should implement the rules strictly and consistently. Schools should have strong relationships with parents through PTA and should work in coordination with them concerning the disciplinary problems or issues. Teachers should understand the contribution of parents and the society to students disciplinary problems so that, they should have close relationships with them to minimize it. Parents should work cooperatively with the school and must not be ignorant of their child’s behavior in order to shape them in a desirable manner and to create conducive atmosphere by having integrated relationships with their school.