AAU-ETD :: Browsing by Author "Yimam, Melaku (PhD)"

Browsing by Author "Yimam, Melaku (PhD)"

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An Assessment of Administrative Staff Turnover at Addis Ababa University Main Campus
(Addis Ababa University, 2011-05) Benti, Getachew; Yimam, Melaku (PhD)
The main purpose of the study was to assess administrative staff turnover at AAU main campus. To conduct the study, a descriptive survey method was employed in order to obtain relevant information concerning the current state of problem of administrative staff turnover. Both questionnaire and document analysis were used as instruments of data collection. The study had two groups of respondents which include both 127 currently working at AAU and IS former administrative staff of AAU who left the university during the last three years (2000-2002EC) and currently working in other organizations. The subjects were selected using systematic random sampling for current staff and availability sampling for former staff. In general 142 respondents filled the questionnaires and returned to the researcher. Interview was conducted with the director of human resource management of AAU. Research data secured through questionnaires were analyzed using percentage, means and t-test. The study revealed that annual average rate of administrative staff turnover at AAU main campus in the last three years (2000E.C- 2002 E.C) was 6.51%. The study also disclosed that the major factors that contributed to administrative staff turnover at AAU main campus were inadequacy of salary and non- salary benefits, administrative and supervisory problems of unequal treatment of staff members, insufficiency of training and development programs and poor grievance handling, poor communication with employees, absence of job description, lack of orientation were also among the influencing factors of employees' turnover. Finally, the study forwarded possible strategies to minimize administrative staff turnover such as improving compensation, ensuring a healthy work environment, involving employees on decision making process, ensuring information flow both down and upward, providing clear career development opportunities, providing short term and long term training related to both personal and organization development.
An Assessment of Human Resource Management Practices and Problems in Teacher's Training Colleges, (Oromia Regional State)
(Addis Ababa University, 2007-08) Tessi, Mideksa; Yimam, Melaku (PhD)
The purpose of this study is to assess human resource management practices and problems in Oromia Regional State teachers' training colleges and to forward some possible solutions that may alleviate or minimize the problems. In order to attain the objective of the study, a descriptive survey method was employed. Data were gathered through questionnaires and interviews. Besides, various documents pertinent to the problem under study were also used as secondary sources of data. The data were analysed using the appropriate statistical tool such as percentage. The findings of this study revealed that Problem in organization process of activities and human resources, problem in planning for HR requirements, problem in recruitments, lack of orientation program, lack of promotion, poor employees' treatment and the poor relationships between the employees and the management were found as the major problems in the colleges. Besides, inadequate salary, absence of benefits and the internal and exlernal influences imposed by authorities were found to be additional problems encountered by colleges in managing their human resources.
An Assessment of Teachers' Attitude Towards the Performance Appraisal System of Secondary Schools in Jijlga Zone, Somali Regional State
(Addis Ababa University, 2011-04) Shimelis, Girma; Yimam, Melaku (PhD)
The main p1llpose 0/ the study was to investigate teacher 's altitude towards performance appraisal system and its components in Jijiga Zone secondary schools, in Somali Regional State. T" this end, u descriptive survey method was employed. The study was conducted in five purpos~fully selected government secondary schools. S tratified sampling was used to select 157 sample participants from the total population by categorizing the total population(264 leaching staffs) in to two: i.e. appraisees/teachers/ that contain 195 teachers and appraisers/10 prinCipals (including vices), 14 unit leaders, and 45 department heads total 0/69 members! Forty one appraisers were taken using simple random sampling. This study include all 39/emale teachers using judgmental/purposive sampling. whereas, simple random sampling was used to select representative male 77 teachers based on their ratio/proportion 0/ teachers in each school. Qllestionnaires, il1fe/'l'iell's, alld document analysis were used to collect data. The data gathered through questionnaires were presented using !i'equency, and percentages then, inferences were made using independent sample t-tesi. correlation, lind regression. in/brmaiio/'l obtained via interview, open-ended questions and document analysis were discussed qualitatively as pel' their thematic pal/ern. Based on the analysis the sludy renders the /ollo~wing results; TPA is widely used/or administrative purposes, thus developmental purposes are hardly served by the current 7PA system. It may be said that, TPA was not used to improve quality 0/ education. Criteria used were not/iJrmulated with involvement 0/ teachers, no{ related with educational objectives and realistic to be performed teachers; its objectivity to aflain major purposes was also 10'>11. So, it may be concluded that, the reliability and validity of the criteria was low. Pre-appraisal discussions were done once at the beginning 0/ a new academic year, in general school level. Post-appraisal meetings were usually at the end o/the year. There/ore, feedbacks were not given immediately after appraisal. Principals were mostly responsible lor appraising teachers' performance. inter personal relationships between appraiser and appraisee was not good, luck 0/ tl'llSI jiJr appraiser, and biases were observed Moreover, lack 0/ managerial skills and training on appraising were among findings of'the study. II is recommended that woredo and zone education oj/icials should creale awareness about the benefit of IP A /br leachers ' prof'essional growth for both appraisers and appraisees, and how 10 conduct iI. School principals should develop criteria based on school o~jectives and set attainable peljormance targets together with teachers and cal'l)' out TPA ~with the involvement of'many raters and teachers portfolio~ Besides, mentors, department heads, principals, supervisors, unit leaders, or colleagues are suggested to make CRG as ji'equently as possible and feedback\' should be given immediately after appraisal. The prinCiples o/fairness, equity, and sound teachers relation must undelpin the process o/TPA so that collegiality and supportive environment can be created.
An Assessment of the Current Status of Academic Staff Development Practices in Selected Preparatory Schools of Addis Ababa
(Addis Ababa University, 2010-06) Asfaw, Shimeles; Yimam, Melaku (PhD)
The prime pUlpose of the study was to assess the current status of academic staff development practices in selected government preparatolY schools of Addis Ababa. To this end, the descriptive survey method was in operation. Both questionnaire and document analysis were in use as instrument of data collection. The sampling techniques used to select the data sources of the study were simple random stratified and purposive ones. Teachers and educational leaders ' development core process coordinators, supervisors, principals, vice-principals, and teachers were the subjects of the study. Frequency, percentages, and mean scores were the statistical tools used to analyze the data gathered. This study revealed that staff members were not given the opportunity to identifo their own development needs irrespective of their position. Identification of needs through analysis of the culture, plan and objective of the school as well as individuals work peiformance together with consideration of trainers' capability and level of motivation in prioritizing the needs identified were not practiced. Though the schools made need assessment for staff development programs, it was top level managers who authoritatively determined development needs of sta1ft. As shown in the findings, teachers were aware of the program and its contents. However, the programs were not operating according to the time table; procedures were not determined for participation and involvement of all sta1ft in the assessment of needs; identification and selection of objectives, training types, and contents; and evaluation of staff development programs. In effect such scenario may have adverse consequences both on the part of the teachers and the school itself It contributes to lowering the interest of teachers to attend the program which might finally end up in physical withdrawal orland may take students time thereby affecting portion coverage and quality of education outcome. From this, it is possible to conclude as the programs were poorly organized and coordinated. In addition to this, the available limited practice of implementing academic staff development program had been hampered by budget constraints. In light of these findings, some of the recommendations fonvarded are: giving a room to staff members in identifoing development needs of their own, identifoing needs through analysis of individuals' knowledge, skills, attitude, and work performance together with the culture, plan and objective of the schools. Though there might exist unforeseen situations forcing not to run development programs according to the time allotted, attention ought to be given to avoid deterring factors that can be foreseen with adequate preparation that optimize the possibility of operating staff development programs according to time tables. Furthermore, rationally accepting needs assessed by the schools, and avoiding the trend of top level managers' authoritative determination of staff development needs as well as determination of procedures for participation and involvement of all staff should be made.
Assessment of the Human Resource Planning Recruitment and Selection Practices and Challenges in Ethiopian Telecommunication Corporation
(Addis Ababa University, 2011-04) Oda, Sisay; Yimam, Melaku (PhD)
The main purpose of this study is to assess the practice of the Human Resource Planning (HRP), external recruitment and selection practice of Ethiopian Telecommunication Corporation (ETC), and to identify challenges regarding these functions and to recommend solutions. In order to achieve this objective, survey research method was employed and both Primary and secondary data were used in this research. The primary data were collected through questionnaires and semi structured interview and the secondary data were collected from the respective work unites who are in a position to provide documents like human resource policy manual, various forms and other necessary documents required for this study purpose. This study had been selected ETC head office as a sample study area and employees at the head office were classified in to two exclusive groups as managerial and non managerial staff. Moreover, from each stratum, two hundred ninety two employees were selected through random sampling technique. Next, interview with the training and development division manager of ETC was made and questionnaires were distributed to the selected employees in order to get relevant data about the corporation 's HRP, recruitment and selection practice. Results obtained were analyzed using average index and percentage. Thus, the result of the study indicated that environmental analysis conducted for the HRP purpose has not been done in scientific and appropriate manner. Forecasting techniques to estimate HR demand and supply in the process HRP didn't undertaken properly. ETC didn't possess qualified HR professionals and Human Resource Information System (HRIS) in order to handle effective HRP activity. Most of the HRP activities not undertaken in line with the policy stated. There was no succession planning practice in ETC. Lack of interviewers competency, lack of providing clear information for job applicants about examination date and place after the registration, lack of checking reference from previous employers of the new applicant were some of the factor that hinder the HRP, recruitment selection practice of ETC. Accordingly, developing and maintaining competent HR professionals to handle the HRP process, developing multi dimensional and regular environmental assessment practice, utilization of computerized HRP system and quantitative based employee forecasting methods, putting succession planning in place, minimized time taken selection process and unnecessary long wait, practicing background and reference checking's, enhancing the interviewers skills by giving them training are potentially recommended to tackle the problem of the corporation by the researcher.
An Assessment of the Managerial Skill Effectiveness of North Gondar Zone Secondary School Principals
(Addis Ababa University, 2007-03) Kassa, Eyayu; Yimam, Melaku (PhD)
Themaiem pose oj Ihis slUdy \1'(1.1' (() osse.'s Ihe CII.'"/"e l7l SWillS OJ IIIwwgenol skills eueclIl·e//e.I.1he moin pllr of Nonh GondaI' zone secondw), school prinCipals '1/,,1 Ihere by 10 poil1l OUI Ihe prel'"iling problellls. To Ihis end answers 10 basic queslions periOlning 10 Ihe principals managerial skill in planning, organizing, decision making, cOl11municolion. mOlivming, delegaling olllharily. resolving conj/icls, schedllie making. managing cWTicu!t""l and conducling supervision were soughl jor. The research melhodology employed in Ihis sludy was descriplive sLl,.,.ey. Accordingly, survey queslionnaires were prepared and adr,linislered 10 (I sample of 150 respondenls composed of 12 principals and 138 leachers. In addilion 10 Ihis. il1lerview and documenl analysis, were made 10 collecl Ihe necessw)' injormaliol1. The dalel were wbulmed and analyzed by using ji"?quenc)' and percel1lage. The findings of Ihe sludy sholl'ed Ihlll mosl principals were inejfective in pe/fonning Ih eir managerial jill1clions. Since Ihey lacked Ih" required !ask relevant professional qualificalion in educalional planning and managemel1l. According 10 the findings, the principals skill in prepc.ring developmenl orienled plan and 10 organize school aClivilies which promole Ihe schools leaching learning process as a group of inlerrelaled part wilh a single pUlfJose was low. Furlhermore, the principals skill 10 manage Ihe inlernal and exlernal communicalion .1),Slem of the school was low. Due to Ihis. the princ/I",ls were ineffeclive to mainlain bilaleral ,':;mmuniccllion pattern with leachers and targel group of the leaching - learning process. Moreover. Iheir skill and knowledge in Ihe techniques ofsla/T mot ivai ion, authority delegation and conf/:cl lI/(Jnagemel1l was low. The j indings also repealed Ihal Ihe role played by principals as cons:llwl1I in hSlructional issues, coordinalor in assessing Ihe academic program of the year and accomplishing supervisory /ill7clion 01 each classroom supervisOl)' procedures was inodequale. Folloll'in}', ,he .findings and conclusions drCl\l'n il is ;'ecol1lmended Ihat the REB in collaborarion wilh lone and Districi Education Offices need 10 rel'ise the selection criteria used/or selecting and (l/JjJoinhng secandwy schou! princilJu/s, ,he provision 0/ in-sen'ice Ir'aining in educwi()nal/"{Jnog e "., e .~ 1 /01' Ihe principols and Ihe need!!)/' /ieqllel1l professional support by Ihe educal ionol managers 01' all levels were ji}/'lI'arded as major recoll1l11endw ions in I he study.
The Current Practice and Problems of Teachers' Performance Appraisal in Government High Schools of Addis Ababa
(Addis Ababa University, 2010-07) Metaferia, Tigist; Yimam, Melaku (PhD)
The main purpose oj this study was to investigate the current practice and problems oj teachers' peljormance appraisal (!,PA) in government high schools oj Addis Ababa. In/ormation and data needed jor the study were collected by presenting jive basic questions with regard to TPA pwpose mainly serving, extent ojrelevance ojTPA criteria, competence oj appraisers and operation ojTPA process. Descriptive survey method was used as a method oj research. Lotte,y method simple random and availability sampling technique were employed to select sample resjJondents and sample schools. Based on the research questions, the literature was reviewed. Survey questionnaire were developed and administered to 214 teachers, 27 principals, 40 department heads and 102 students to gather relevant data on TPA. Interview was also held with 6 principals and 14 parents who were involved on appraisal oj teachers ' peljormance in the sample schools to collect addilional injormation. Statistical tools such as percentile, mean score, chi-square and .ljJear- l11an rank- order correlation were used jor analyzing the data. The finding oj the study reveals that the current system oj TPA has not mainly servedjor the developmental purposes. Even it served the administrative pwposes to a limited extent. However, both summative and jormative pwposes were jound to be inadequate. The appraisal criteria have been found lack oj objectivity to evaluate teachers' work. In addition teachers were not involved in thejormulation ojTPA criteria. Furthermore, there was poor administration ojTPA process in the sample schools. It was also found that appraisers lack oj compelence to appraise leachers ' peljormance effectively, mainly because oj lack oj training and experience. Time constraint on the part oj appraisers, appraisers bias, inadequate classroom observation and appraisal period were also jound the major problems oj TP A. To redress the problems, it is therejore recommended that appraisal result should primarily use jar development purposes oj leachers '. Moreover, Appraisal oj teachers to be effective both summative and formative pWjJoses should be separated. Adequate and relevant training should be given jor appraisers. Teachers should be involved in the jormulation oj TPA criteria. Furthermore, peljormance appraisal should be reviewed periodically, self and peer appraisal should be encouraged to minimize appraisers bias andfi nally, comprehensive research should be conducted on the area to redesign and to implelhent the appraisal system.
F Actors Affecting the Internal Efficiency of Rural Primary Schools in Tigray
(Addis Ababa University, 2004-05) Ashebir, Lisanu; Yimam, Melaku (PhD)
The purpose of this study was to determine the factors that affect the internal efficiency of rural primary schools in Tigray region. Attempts were made whether in - school and out of school factors have an effect on the level of the internal efficiency of the schools. In an effort to identify the effect of these factors on the rate of dropout and repetition, data were gathered from eight sample schools that were selected randomly and documents from the Ministry of education and Tigray Region Educational Bureau. The study included 394 students, 112 teachers and 8 school principals. Questionnaires were the instruments of data collection. The data gathered from documents and through questionnaires were analyzed using frequencies, percentages and other statistical tools such as spearman rank order correlation and mean scores. The findings have indicated that out of school factors like distance between home and school, students' health problems and problems that were caused by drought were important factors that significantly affected the rate of repetition and dropout of school. In - school factors like large class size, teachers' expectation of their students, preschool education and the absence of necessary school facilities were also found to have an impact on the rate of dropout and repetition of students. The out of school factors were found to be the major ones that have a strong effect on the rate of repetition and dropout as compared to the in-school factors. Based on these findings and conclusions drawn, it was recommended that measures regarding the provision of supplementary food supply to students, especially to those at lower grades, the construction of new schools in resettlement areas, provision of preschool education be considered to minimize the prevailing situation of repetition and dropout.
Faculty Members' Perceived Effects of Workplace Conditions on Classroom Teaching In the Newly Established Public Universities in Ethiopia
(Addis Ababa University, 2010-06) Bekabil, Miressa; Yimam, Melaku (PhD)
Tile purpose of this study is to assess faculty members' perceived effects of workplace conditions on classroom teaclzing in the newly established public universities in Ethiopia. To this end, the study addressed answers to the basic questions pertaining to the major teaching tasks in HLls; al/{I the major workplace factors affecting classroom teaching like: educational resources, faculty workload, faculty leadership alUl management, compensation ami fringe benefits, the practice of staff performance evaluation and the practice of on-the-job professional training. So as to answer these questions a descriptive survey research was employed ami conducted in three selected newly established HLls namely: Debre-Brelwn, Soddo am/ Wellega universities. These sample institutions were selected on the basis of lottery method of simple ramlom sampling. The subjects of the study were 164 instTllctors am/ 33 department heads. In selecting the sample subjects a stratified proportional sampling method was employed. Moreover, 6 volunteers of instructors from each institutions participated in Focus Group Discussion (FGD). Following the review of related literature, data collection instruments (c1ose-el/{led questionnaire, Focus Group Discussion al/{I document review) were developed and used for this study. Tile questionnaires were pilot- tested am/ modified before distribution to the target groups. The data gathered was analyzed using various statistical tools such as percentage, chi-square, two sample t-test alU/ one-way ANOVA. The results of the analysis show that the sample HLls lacked the academic staff composition with adequate qualification alU/ teaching experience as well as dominated by male staff members. In addition to this, though IlOt at the expected level, most academic staff do know some of the major tasks expected of them in classroom teaching. Moreover, it was found that lack of conducive academic leadership alll/management, inadequate instrllctionalmaterials, inappropriate teaching staff performance evaluation, heavy workload, lack of adequate compensation al/{I fringe benefits al/{I inadequate on-the-job professional training were the major workplace conditions seriously affecting classroom teaching in those HLIs. Therefore, it is concluded that the aforementioned workplace conditions are affecting the quality of training beillg provided to the prospective graduates al/{I thereby the quality of human labor being produced by those institutioll.'. Helice it is recommended thllt Ihose insliluliolls should desigll al/{I implemenl al/ractive and comfortable workplace cOl/{lilions (like balanced workload, al/raclive compensalion al/{Ifringe benefits, participatory staff leadership, adequate instructional resources, appropriate SPE al/{I institutional based on-the-job staff training) for improving effective classroom teaching.
The Practice of Staff Employment and Promotion Functions in the Ethiopian National Educational Assessments and Examinations Agency
(Addis Ababa University, 2018-06) Gerie, Nigusie 2; Yimam, Melaku (PhD)
The purpose of this study was to identify the major problems of staff employment and promotion functions in NEAEA. To this end, answers to basic questions pertaining to the extent of linkage of the human resource plan of the agency with its strategic plan, staff employment and promotion functions, major challenges, measures taken to improve the process of staff employment and promotion functions were sought. A mixed research method of study was employed to reveal the current practices of staff employment and promotion functions in NEAEA. The sample population involved NEAEA employees who were selected using stratified simple random and purposive sampling techniques. In this study, both primary and secondary sources of data were used. The primary sources were the NEAEA managing and support staff members who were assigned in different job position. Secondary sources such as books, strategic plans and reports prepared by NEAEA were considered. As far as, data collection instruments (questionnaire, document analysis and interview) were adapted. The questionnaire was pilot-tested and modified. The questionnaire was distributed and completed by 41 managing and 70 support staffs members of NEAEA making sample size of 111. The data gathered were analyzed using such statistical tools as percentage, mean, frequency, standard deviation and t-test. The result of the study showed that the agency did not systematically conduct needs assessments to determine its HR requirements. The 2017/2018(2009/2010 E.C) human resource office actual HRP prepared by HR office were not aligned with the strategic plan of the agency. The strategic plan by itself was not properly prepared. The result of the study also portrayed that staff recruitment and selection activities in the agency were weak because of absence of qualified HR expert and director. Moreover, promotion was not based on federal civil servant directives as such the guidelines as order. Therefore, it may be concluded that causing, the agency to fail in attracting and retaining qualified and experienced employees. Hence, it was recommended that the agency to fill in positions of HR director and expert by individuals who have the required skills, knowledge and competences in the area, better exercise staff employment and promotion functions based on the federal civil servant directives, and regulations. It may also be required to provide adequate training to its employees on personnel policies, regulation and directives of staff employment and promotion functions.
The Practices and Challenges of Educational Planning and Budget Utilization in Government Primary Schools: The Case of bale Lone, Oromia State
(Addis Ababa University, 2008-06) Hussien, Temam; Yimam, Melaku (PhD)
The purpose of this study was to assess the practices and challenges of planning and budgeting in govemment primary school in Bale Zone. To CalT !J out the s tudy ques tionnaires and interviews we re used as ins trument of' clelf.n collection. The study was conducted in 25 primary schools randomly selecl:ed from 5 woredas in the zone. A total of 45 principals 64 KETB and 56 PT/\ members were involved in the s tudy. The data gathered were analyzed us ing frequ ency, percentage, and mean and standard deviation. The findings made it clear that there was low community involvement in the process of school planning· and budgeting. The s chool plan was regularly done by the principals. As the majority of respondents reported, having prepared their plan, the s chools sent them to WEO for approval. Although the plan for some activities could be approved at school level, for major activities and mainly the plan of annual budget was approved by WEO. Thus, as principals revealed, sometimes the schools were forced to adjust their budget plan to WEO budget ceiling. In this case, though the decentralization s y s tems were said to be practiced in schools, except management, other activities like budgeting was highly centralized to woredas . The budget dis tributed to s chools was detennined by the WEO cabinets without the involvement of the representatives of the s chools . The schools were uns atisfied on the way the budget was allocated to them, which was mail/ly in kinds. This is becaus e, according to most of the respondents, the mate rials dis tributed to schools were poor both in quantity and quality. Since the budget allocated to schools was inadequate to cover the exp ense of the schools, problems such as s hortage of educational materials were very common. In order to solve the problems mentioned above, the s tudy recommends the community has to be initiated to participate actively in their schools planning and budgeting proces s. Similarly, the WEO has to allocate budgets according to the manual of the MoE which states the number of students as a criterion to allocate budgets for s chools.
The Practices and Challenges of Teachers' Continuous Professional Development Program in Selected Government Secondary Schools of Mekelle and South-Eastern Zone of Tigray Regional State
(Addis Ababa University, 2010-06) Gessesse, Mengistu; Yimam, Melaku (PhD)
The purpose of the study was to assess the practice and challenges of teachers' continuous professional development in selected Government Secondary Schools of Mekelle and South-Eastern Zone of Tigray Regional State. To this effect, four research questions were asked. These were: to what extent is CPD supported? To what extent has CPD enhanced teachers' professional competence? What are the perceptions of teachers towards CPD? And what are the major challenges that affect the implementation of CPD? To conduct the assessment and secure answer for these questions, descriptive survey method was employed. Five secondary schools 2 from Mekelle and 3 from SouthEastern Zone were selected using simple random sampling technique. From these sample schools 120 teachers were selected by stratified random sampling technique and 40 students were selected randomly from members of the students' parliament. Moreover, using purposeful sampling, 5 principals and 4 cluster supervisors were used as the sources of primary data. Primary data were collected through questionnaire, interview and focus group discussion. Document analysis was also used to substantiate the primary data. The quantitative data were first edited, coded and encoded into SPSS with which analysis were made and the interpretation were done using percentage and mean. And t-test were employed to check if there was significant difference or not between the views of NDTs and ETs. The qualitative data were interpreted by narration. The findings of the study revealed that the SUppOlt and guidance teachers received from mentors, facilitators and principals on the implementation of the program were not adequate. This was mainly due to the lack of knowledge and awareness on the part of principals, mentors and facilitators. It was also revealed that the professional competencies of teachers such as the practice of classroom management skills, active learning methods, the practice of action research, continuous assessment and the organization of teachers' portfolios were reported to be enhanced inadequately and students hardly know whether the program was running or not in their schools. This may indicate that the program was haphazardly implemented without involving the direct beneficiaries. Thus, the program was not fully implemented and it seems that the practices observed were done for the fulfillment of career promotion rather than realizing the quality of education. It seems that teachers perceive negatively to the program which may indicate that they were not pleased by the program. This may show that the awareness of teachers was not adequate which may call for the program to be redesigned so as to address teachers' needs. The major factors that greatly hampered the effective implementation of the program among others were lack of adequate knowledge and awareness on the program, lack of support and guidance, inappropriate design of training modules. Thus, for the program to be successful, it is recommended that principals, mentors and facilitators should be capacitated by organizing training and experience sharing programs and full time expertise should be assigned at all levels to lead the program proactively. The awareness and capacity of teachers should be strengthened on the practices of classroom management activities, active learning methods, action research, continuous assessment and organization of teachers' portfolios by organizing training, experience sharing and continuously supporting and guiding the program. The training modules should be revised to address teachers' needs and integrate them with the course materials teachers teach at the secondary level. The efforts of best performing teachers should be acknowledged and motivated and schools should organize need based training programs at school and cluster levels .
Practices and Problems of Designing and Implementing Human Resource Development Programs in Addis Ababa Education Bureau
(Addis Ababa University, 2010-06) Shikur, Paulos; Yimam, Melaku (PhD)
This research was concerned to study the practices and problems of designing and implementing human resource development programs in Addis Ababa Education Bureau. To this end, the research method employed was descriptive survey. Samples of 19 Addis Ababa Education Bureau managers, 38 Kijle Ketema Education Department officials, 44 Kebele Education Office experts and 23 government high school directors were selected by stratified sampling technique as data sources. To answer the basic questions, data were collected ji-om groups of sample respondents through questionnaires, interview and focus group discussion. The data were analyzed by employing statistical techniques including means, percentages, standard deviations chi-square and one way Analysis of Variance test to see the level of significance of difference in re;pondents' perception. Findings of the study indicated the absence of the prac/ice of conducting systematic needs assessment practices. Besides, mosl of the offices had no human resource development plans. During the delivery of HRD activities the HRD objectives had not been well presented to Ihe trainees. Offices of the sector had no clear and tran;parent HRD criteriafor'selecling trainees. HRD opportunities had been offered to individuals depending on their performance appraisal, recommendation ji'om the immediate supervisors and inviting interested applicants through notice board. Though, findings indicated the HRD activities designed and implemented were meant to attain 10 Ihe vision, mission and goals of the sector, the degree of alignment between the implemenled HRD activities and the organizations sector strategy were loose as a result the sector strategy didn 't support the aflainment of the objectives set. This was due to the absence of planned HRD activities and those offered were not scheduled ahead of time. The practice of desi{4ning and implementing HRD activities were highly affected by lack of adequate budget, allitudes of management, absence of clear directives, lack of managerial and lechnical capability to design and implemenl HRD prograll1s. Based on the findings of the sludy, the following recommendations are forwarded; appropriate allention need to be given to: conducting HRD needs assessment, allocation of adequate budget, developing technical as well as managerial capacity, commitment to implement the designed HRD programs, developing a clear HRD recruilment policy, establish a guideline to design and implement HRD programs progressively, create a strong link among the administrative units to bring about homogeneity in realizing the objectives of the sector throughout the city which will finally go coherently together with The countless sector strategy.
Practices and Problems of Human Resource Utilization in Dire Dawa Education Sector
(Addis Ababa University, 2007-03) Zewdie, Shimelis; Yimam, Melaku (PhD)
The major purpose of the study was to assess the practices and problems of human resource utilization, assessing the cun-ent practices of human resource utilization, identifying major factors affecting human resource utilization in Dire Dawa Provisional Administration education sector. To achieve the purpose a descriptive survey study method was employed. In the study four major groups of samples encompassing 22 principals, 12 supervlsors, 156 teachers and 50 administrative and support staff participated. Questionnaires were the major instruments used to collect data. Moreover, analysis of documents and interviews were used to elicit additional infonnation. Analysis was made both quantitatively and qualitatively and it revealed that the practice of human resource utilization in the Regional Education Bureau was not effective in both teachers and administrative and support staff utilization. In the attempt made to identify factors affecting human resource utilization, inappropriate assignment of both teachers and other workers, shortage of competitive teachers and other education personnel, poor practices in teachers and other adminis trative and support staff training and the like were found to be the major problems. Moreover, failure of the regional education sector to attract and retain competitive teachers and other administratiue and support workers was found to be among the major factors hampering the human resource utilization. Regarding the effects of improper utilization of human resource, shortage of competent and committed administrative workers and teachers, most of the positions in the education bureau being vacant, most of the workers in the education bureau as well as in schools and most of teachers being aged etc were the major observed effects of improper human resource utilization. Simply, these imply that because of its poor practice inhuman resource utilization, the education sector was not in a position to attract and retain young, energetic and competent teachers and other workers. Some practical measures to be taken to improve the practice of human resource utilization were suggested, which would enable the sector to attract and retain qualified, competent and committed teachers and other education personnel.
The Practices and Problems of Reducing Educational Wastage in Oromia Regional State through the Pc3 Project of World-Learning-Ethiopia
(Addis Ababa University, 2010-06) W/Hawariat, Teferi; Yimam, Melaku (PhD)
The major objective of this study was to assess the practices and problems that World Leaming - Ethiopia and its partners (stake holders) execute their responsibility to minimize education wastage of Orphans and Vulnerable children JOVej and increase the rate of access and coverage of primary school education in Oromia Regional State. The study was conducted in twenty four full primary schools ill four zones of the region. To conduct the study, an exploratory research method was applied. In this research undertaking, relevant education personnel at regional and school level were involved. I'or the purpose of data gathering, questionnaire, interview and focus group discussion were applied. The study went through the planning, management, monitoring and eva luation process of the project. This study disclosed that inappropriate and untimely tutor services, malnutrition, poor housing, and limited effort by the project to reduce health hazard were the major challenges OVe's fa cing in their academic career. Moreover, participation of education bureaus at different level and the service delivery scheme to benefiCiaries were fl ot adequate both in terms of quantity and quality. Although some kind of effort was found, economic challenges, social and geographical fa ctors, unreliable project implementation strategy were found the major barrier factors for the successful implementation of the project. The need for strengthening the participation rate of all concerned government bodies{from top to bottom), mobilizing the community to alleviate the economic burden of ovc, conducting prior need assessment were required to fill the gaps with personnel, academic and social problems of the ove so that those children who are fa cing various emotional and socio economic challenges are maintained. Arrangement of the provision of some scholarships to the needy children by community based organizations, provision of school materials like clothing, meal and medical care would also been mentioned as solutions to keep and attract many needy children. More over so as to reduce the poverty rate of the ove guardians, linking them with finance institutions that provide loan and working with the local kebeles and parent teacher associa tions were recommended.
Practices, Problems, and Prospects of Tvet Institutes in Managing Human Resource: The Case of North Shoa Zone in Amhara Region
(Addis Ababa University, 2007-03) Eshete, Talefe; Yimam, Melaku (PhD)
The purpose of this study was to assess the practices, which were carried out by TVET Institutes of North Shoa Zone in managing their human resource during the last five years. It was also to investigate those factors which affect these efforts and thereby forward suggestions to improve the situation . To this effect, the practices and major factors affecting planning, recruitment and selection of the staff, their utilization, professional assistance, training and development, and performance appraisal of employees were the major areas of investigation. A descriptive survey method was employed to reveal the present state of staff management in the institutes. Th~ sample TVET Insti tutes were selected from North Shoa Zone of Amhara Region based on availability sampling technique. The subjects of the study were 42 teachers (trainers), 34 members of the non-teaching staff, 21 academic heads, 10 members of employment and promotion committee, 3 principa ls, and 3 TVET Commission experts. Purposive, availability, and quota sampling techniques were used to select zone, institutes, and subjects of the study. The required data were obtained through questionnaire, interview and observation of document s. The data gathered were analyzed by employing frequency counts, percentages and chi-square test. The findings of the study revealed that practice of preparing human resource plans and forecasting of staff needs were extremely low mainly due to lack of attention and the necessary skills of the staff managemen t Most of the members of EPC did not obtain any orientation on staff planning, recruitment and selection techniques. The meth ods mostly used to select staff were job advert isement, college s candidates graduated from, professional associations and transfers. The practices of designing and implementing human resource plans, professional assistance, training programs and stafLutilization were extremely low because of financial inadequacy and lack of skilled personnel. In light of these findings, the following recommendations were forwarded. (1) Developing managerial skills of principals and other concern ed personnel through constant training and providing more autOnomy for the institutes to mange their financial and human resources; (2) Expanding colleges which train TVET professionals; encouraging private colleges to provide training in various fields at different levels ; (3) a llocating adequate budget as well as expanding income generating activities in the institutes to improve financial scarcity; (4) lmprovlIlg working conditions (5) providing a substantial attention to HRM activities.
A Study of Material Resources Management in The preparatory schools of Arsizone
(Addis Ababa University, 2007-03) Assefa, Tafesse; Yimam, Melaku (PhD)
The purpose of this study was to investigate the status of the management of material resources in the preparatory schools of Arsi Zone of Oromia Regional State; and hence to discover if differences exist among teachers, ETB members and principals in perceiving the problems identified To this end, answers to basic questions pertaining to the management of school material resources, which consists Material resources planning, acquisitions and supplement of educational materials, Organization and staffing material resources, Management, purchasing educational materials, production of educational materials, warehousing, Allocation and distribution of educational material resources, materials handling, proper use of material resources, efficiency and effectiveness of resources management, standards in educational materials, disposition, Responsibility and authority in material resources management were sought. Following a review of the literature related to the problem understudy, a survey questionnaire was developed, Pilot tested, modified and distributed to a sample of 105 teachers, 30 ETB members and 5 principals drawn from 5 preparatory schools of Arsi zone. Of the respective total sample size of the three study groups, 92.4 percent teachers, 90 percent ETB members and 100 percent of the principals, filled in and returned the questionnaire. Some of the major findings include: The preparatory schools were not in a position to manage their material resources properly. The necessary guidelines to manage material resources were not disseminated to the users. Appropriate number of man power was not assigned to the stores of the sample schools. There was poor coordination among the concerned bodies to implement managerial functions, in the system. Managing and controlling of material resources was leji to the store keepers Material resources were not identified, arranged, recorded and coded properly. Most of the principals and the administrative staff in these schools did not have the necessary professional training and experience in relation to their position. - Most of the concerned bodies seldom participate in material resources management. Recommendations for efficient resources management include: The managerial functions of principals and administrative staff should be strengthened and training on management of material resources should be given. The schools should closely work with teachers, students, parents and community to secure effective and efficient resources management. Allempts could be made to Improve the professional training and experience of administrative staff
A Study of School Facilities and Their Influence on the Provision of Quality Education in Secondary Schools of Western Tigray
(Addis Ababa University, 2011-05) Alemseged, Fikre; Yimam, Melaku (PhD)
The major purpose of this research was to conduct a study on school facilities and their influence on the provision of quality education in secondary schools of Western Tigray. In order to serve this purpose, descriptive survey method of research was employed. There were seven secondary schools in Western Tigray. Form these schools three of them were randomly selected. In line with this, two kinds of sampling techniques were employed to select the participants. Firstly, the principals, vice principals, teachers, library club and girls club members were purposively selected since this sampling technique helps to include only the participants who have adequate information on the problem to be studied. Secondly, to obtain enough information from all participants, all of them were included by using availability sampling technique. Questionnaire, FGD and observation were employed to collect data for this study. In order to check the validity and reliability of the data gathering tools, face avidity and test retesrmethods were used respectively. Accordingly, the correlation coefficient score of the two tests was 0.96. This implied that there was high relationship between the two tests that were conducted at different times on the same teachers. Concerning the data analysis, the quantitative data were presented, analyzed and interpreted by triangulating with the qualitative data which were gathered through FGD and observation. In relation to this, data analysis methods such as mean score, percentage, grand mean and Z-score were employed to analyze the quantitative data. Eventually, based on the findings obtained, brief conclusions and recommendations were drawn. The study revealed that although there were adequate toilets in the sample secondary schools, they were not separated for boys and girls and supplied with the necessary amenities. As a result, most of the female students were obliged to leave school for three to seven days during menstruation. Similarly, even though the libraries were equipped with enough tables, chairs, electric light and shelves, they were not supplied with relevant books, magazines and newspapers. Moreover, they were not staffed with qualified librarians. They were unable to give adequate service for students. Generally, the study pointed out that poor management and utilization of toilet and library facilities hampered quality of education in all the sample secondary schools. In addition to this, absence of water facility affected quality of education in some secondary schools. Therefore, the TWL facilities ought to be supplied with the necessary amenities by generating income from the stakeholders and other governmental and non-governmental organizations. They should also be managed and utilized effectively and efficiently so as to assure quality of education.
A Study of the Organizational Climate of Secondary Schools in Guji Zone of Oromia National Regional State
(Addis Ababa University, 2009-06) Watta, Kedir; Yimam, Melaku (PhD)
This study on the Organizational Climate of Secondary Schools in Guji zone of Oromia National Regional State was conducted with purposes of investigating the organizational climate status and examining the relationships of some school- specific characteristics with the prevailing climates status of the secondary schools in the study area. A descriptive survey through quantitative and qualitative approaches was designed to conduct the study. Subjects for the study were secondary school teachers and principals, secondary school supervisors at the woreda offices, and those supervisors at the zonal education office. Data were gathered through an adapted standardized questionnaire known as OCDQ-RS, a designed semi-structured interview, and the analysis of relevant documents. Statistical tools such as mean, variance, percentages and grand median followed by statistical test of significance like chi-square ( X 2), one- way ANOVA and Sheff'e pair wise comparison were used in data processing and interpretation. The study disclosed the existence of significant differences among the secondary schools of the study area with respect to the status of their organizational climate of schools where the majority of the secondary schools tended to a relatively less open (more of closed) climates of their school. Principals' ages and their teaching and/or administrative experiences and teachers' ages and their lengths of teaching experiences were found to be associated with the organizational climate status of their schools. Lack of principal ship experiences, heavy work loads due to extra nonteaching responsibilities upon teachers, little or no concern for positive interpersonal interactions between and among principals and teachers were some of the suggested problems by respondents of this study. The joint efforts of the principals, teachers and others concerned to create a favorable working relationship in the secondary schools were among the recommendations that would help to improve the less favorable organizational climate prevailing in the majority of the secondary schools of the zone.
A Study on the Problems Encountered During The Implementation of Free Promotion Policy in the First Cycle Primary Schools of Hawassa Woreda
(Addis Ababa University, 2007-03) Yimer, Gobezie; Yimam, Melaku (PhD)
The main plilpase oJ this research is to assess the problems encountered in the implementation oj free promotion policy in the first cycle primm)' schools oj Awass woreda and to suggest possible solutions on how to minimize those problems. The sources oj data Jor the study were all the fiJty-nine teachers who were teaching in the first cycle primm)' schools and all oJ the principals oJ those schools selected using availabilily sampling. Data ware gathered through questionnaire and interview and guideline about pupils' promotion, which was developed by th e primary schools, was used as secondary source. Descriptive statistics as percentage, frequency and chisquare were employed to analyze th e data. The finding oJthe research reve led that th e first cycle primary school teachers were not trained in a way that enabled th em implemel7l Fee promotion policy. It also reveled that the woreda education office could not coordinate the primary schools and made them implemel7l th e policy in th e same lVay. /Jased on th e findings it was recommended that the regional education office should organize awareness-raising program Jor tea che rs and principals through in-service training and provision oj supplementm)' reading ma terials on the implementation oj free promotion policy. It was also suggested that to bring about uniformity among the p rimm )' schools in the implementation oj free promotion, the wer e do education office should develop guideline on the implementation oJthe policy and distribute them to th e schools, and it should also organiz e a unit that coordinates and controls th e primm)' schools.

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