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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    Perception of Employees Towards the System of Staff Performance Appraisal: A Case Study of Ethiopian Federal Ministry of Education
    (Addis Ababa University, 2014-06) Workye, Birhanu; Yimam, Melaku
    This study investigated the perception of employees towards the overall performance appraisal system as well as on the standard setting, purpose of PA, and appraisal process in the Ministry of Education. The research employed descriptive survey research method. Both secondary and primary data were used in the research. A survey questionnaire with five point Likert scale was the main tool used for data gathering. Data were collected from 112 participants in the MoE. Interview was also made with some key personnel of the ministry particularly with employees working in Human Resource Department. The findings of the study indicated that respondents perceived the performance appraisal system as an unfair and a system which cannot accurately measure their job related performance. Respondents also indicated their dissatisfaction with standard setting, and their participation on the development of the standard with which their performance is evaluated. They also indicated their dissatisfaction on the reward related to the result of performance appraisal system. The respondents indicated their relative satisfaction with provision of job description and performance expectation aspect of performance appraisal process. Satisfaction was also indicated with the appeal procedure of the performance appraisal of the organization.
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    Policy and Practice of Pension And Retirement Scheme In Selected Private Preparatory Schools of Kolfe Keranyo Sub City,Addis Ababa City Administration
    (Addis Abeba university, 2016-06) Belete, Ashenafi; Yimam, Melaku
    This research focused on the Policy and Practice of Pension and Retirement Scheme in Selected Private Preparatory Schools of Kolfe Keranyo Sub City, Addis Ababa City Administration. It gave emphasis to the knowledge, perception and acceptance of teachers of the sample under study. To conduct this study a descriptive survey design was employed. The participants of the study were 102 teachers, 20 administrators and 5 officers from POESSA. The schoolsand the teachers were selected by simple random sampling methods while administrators and officers from POESSA were selected by purposive sampling method. The data were gathered through questionnaire, interview, focus group discussion, and document analysis. The data gathered through questionnaire were analyzed using frequency, percentage, mean, standard deviation, and grand mean value of the respondents using SPSS version 16 computer software. Data obtained through interview, FGD and document analysis were qualitatively narrated, while the data obtained through questionnaire were analyzed quantitatively. The finding of the study generally showed that the existing practice of the Pension and Retirement Scheme Policy had drawbacks including knowledge gap by the teachers, lack of willingness towards to pension contribution, teachers pessimism towards to the pension benefit, lack of clarity of pension policy, and future expectations . Based on the finding it was concluded that: knowledge of pension and acceptance of information about pension are closely linked, the majority of the respondents didn’t worry about saving since it was very distant. The younger teachers did not hunt for information while the older ones were searching for it seriously. There were also perception problem and lack of clarity about retirement and pension scheme. In line to the above findings and conclusions it was recommended that the school administrators need to work with the teachers in order to alleviate the knowledge gap that was created on teachers by providing training; and also proper implementation of the pension scheme would be expected from the administrative staff. Furthermore, the officers from the POESSA need to give capacity building training for the school administrators and the teachers by providing different seminars to fill the knowledge gap. By doing so, it is possible to avert their perceptions towards the pension and retirement scheme. Key words: Pension, Pension Scheme, Retirement, Policy, Practice, Saving, Perceptions
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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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    Practices and Problems of Teacher Development Program Implementation in Selected Secondary Schools of Gurage Zone in Snnpr.
    (Addis Ababa University, 2014-06) Neri, Habte; Yimam, Melaku
    The main purpose of this study was to investigate the Practices and Problems of Teacher Development Program Implementation in Selected Secondary Schools of Gurage Zone.The study employed descriptive survey method with both quantitative and qualitative approaches. Secondary schools, School Principals, CPD facilitators and Woreda Education Office Experts were selected purposely and used as the primary data sources. Teachers were selected based on stratified sampling based on their experiences and sex. The study involved 95 secondary school teachers, 7 principals, 7 CPD facilitators and 4 Woredas Education Office Experts As secondary source of data Gurage Zone Education Department statistics 2013 and teacher meeting minutes, action research work, portfolio and training documents related to the TDP were analyzed and highly consulted. Moreover, a variety of data gathering tools including questionnaire and interview were used. Mean and Percentage were predominantly used to indicate the extent of respondents’ opinion towards the issue raised. As the findings of the study indicated, secondary school teachers are collaborating with school communities. Activities like sharing of experience, solving problems, and discussing in subject area are some of collaborating areas. The study revealed weaknesses in the implementation of CPD programmes in Secondary Schools of Gurage Zone.CPD activities as involving in curriculum meeting, action research, maintaining portfolio conference and workshop were below expected which need attention. The study also revealed that the roles played by the stakeholders, particularly the higher authoritieswere limited in the implementation of teachers CPD program. The challenges of implementing CPD include shortage of budget and training materials, shortage of time for implementation of CPD, lack of interest, motivation and incentive by teachers, lack of awareness in the stakeholders, lack of training.The school management and the higher authorities in Woreda,Zone and REB should also offer fair opportunities to all the teachers. There is also need to organize for forums where the teachers and all the parties involved in teacher development meet and discuss the ways to overcome the challenges which influence the success of their CPD implementation.
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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.