Browsing by Author "Yimam, Melaku (PhD)"
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Item Administrative Performance and Its Influence on Support Staff Turnover at the College of Natural and Computational Sciences of Addis Ababa University(Addis Ababa University, 2018-06) Kassie, Negesse; Yimam, Melaku (PhD)This study examined the major factors of administrative performance and its influence on support staff turnover at the College of Natural and Computational Sciences (CNCS), Addis Ababa University. To address the main objective of the study, four basic research questions were developed. These were to examine factors of administrative performance of CNCS that aggravated support staff turnover, to assess demographic characteristics of support staff that left the college during 2006-2009 E.C., the measures the college had taken to reduce support staff turnover and to suggest possible mechanisms to reduce turnover at CNCS. The major data collection techniques used were survey questionnaires (quantitative and qualitative), interview and document analysis. The major participants in this study were current support and resigned staffs members of CNCS. The total number of current support staff was 497 of which 149 samples were selected using simple random sampling technique while the total number of resigned staff was 54 of which 16 samples were chosen using snowball sampling for this study. The major statistical tool employed in this study was descriptive statistics. Frequency and percentage were used to analyze demographic items. The result of the finding showed the trends of support staff turnover that had been increasing from year to year. This finding revealed that the dominant administrative performance factors that influenced support staff turnover were directly related to compensation and benefit packages, development opportunities, working environment and job characteristics. To reduce support staff turnover, the college provided incentives of overtime work at certain work units. The college also prepared a special program to provide rewards (laptop, computers, certificates and household furniture) for good performers that motivate support staff members to stay longer at CNCS, but they were not satisfied with the invectives and rewards. This brought about continuous turnover of current support staff that affected overall effectiveness of the college. Hence, CNCS needs to concentrate on improving its administrative performance packages and emphasizes the magnitude of compensation and benefit packages to boost support staffs’ morale, motivation, performance and retain them longer.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item 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.Item Factors Affecting Teachers’ Satisfaction in Secondary Schools of Gurage Zone, SNNP Regional State(Addis Ababa University, 2017-01) Kinfe, Jembernesh; Yimam, Melaku (PhD)The purpose of this study was to assess the factors that affect teachers’ job satisfaction in secondary schools of Gurage Zone in Southern Nations and Nationality and Peoples’ Regional State (SNNPR). As teachers work harder, adequately compensated they will likely perform better and they will be satisfied in their jobs. Understanding the factors that affect teachers’ job satisfaction could help the educators to reduce causes of teachers’ dissatisfaction with their job. Also the study tried to examine the difference between male and female teachers’ in their level of job satisfaction in the Zone. Moreover, the study attempted to identify the relationship between job satisfaction of teachers and their years of service in the study area. To this end, a descriptive survey design was employed. The sources of data for this study were secondary school teachers, principals and woreda Education office heads. Among 11 woredas in the Zone, 3 woredas were selected using simple random sampling techniques. Also among 26 secondary schools of the Zone, 6 schools were selected by using simple random sampling techniques. Two schools from each woredas were included in the study. As mentioned above, 175 teachers’ were selected by using simple random sampling system. In addition to, 12 principals and 3 woreda Education office heads were selected by using purposive sampling technique. Instruments used to collect data were questionnaires, semi-structured interview and focus group discussion. To describe the quantitative data statistical tools like SPSS version, mean, frequency count, percentages and standard deviation were used. Based on the analyses the result of the study revealed that teachers were discouraged and dissatisfied due to students misbehaviors and often do not attend their lesson regularly. Most of the teachers agreed that there were inadequate materials (resources or facilities) in their schools to carry out the teaching learning process in their respective schools. Hence, the management does not participate staffs in the decision making or recommend possible solution for the ultimate decision making thereof. The study also indicated that the salary they received was not enough (adequate) to support their family. Furthermore, the study revealed that in most schools the system of administration was not as such democratic and participatory in their respective schools. Based on the major findings of the study, it was concluded that most of the teachers were not satisfied with their job in the study area. Finally, it is recommended that school principals, Woreda Education offices, Zone Education Department and the community at large work together to improve the level of satisfaction of teachers in the Zone.Item 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.Item Instructional Leadership Role of Dire Dawa Secondary School Principals(Addis Ababa University, 2018-05) Abebe, Anteneh; Yimam, Melaku (PhD)The main purpose of this study was to assess the role and practices of secondary school principals as an instructional leader. To accomplish this purpose, descriptive survey design was used which is supplemented by qualitative research to enrich data. The study was carried out in seven randomly selected secondary schools of Dire Dawa City Administration. Then all 100 teachers in the sample schools included using census method. All 7unit leaders, 7 principals, 5 Secondary school supervisors, 7Parent Teacher Associations and 5 Kebele supervisors were also involved in the study for interviewing through census and purposive sampling techniques respectively. Questionnaire was the main instrument of data collection. Document analysis & interview were also utilized to substantiate the data obtained through the questionnaire. Frequency distributions, percentage, mean Score and standard deviation were employed in analyzing and reporting the results. Qualitative data obtained through document analysis & interview was analyzed using narration. Findings revealed that Dire Dawa City Administration secondary school principals did not successfully implemented the eight major instructional leadership roles under the study. Accordingly, principals have shown weak performance in defining & communicate school mission; managing curriculum& instruction; instructional supervision; instructional learning climate; monitoring student progress; and promote teachers professional growth etc. The major factors that affected the roles of the school principals are lack of leadership and management skills, insufficient experience in principal ship, workload, less parental involvement and lack of support from Kebele Education Coordinator, and Dire Dawa City Administration Education Bureau. At the conclusion, the study revealed that most principals have given moderate attention to this part of their role. As a result, instructional leadership is not provided strongly by most school principals. Moreover, the majority of principals did not also perform effectively in each instructional leadership dimension. They were assigned the post without having educational planning and management skills. Finally the study found that principals had weak performance in defining & communicating their school goals with, staff, students, and parents. Therefore, it is recommended that principals should clearly define & communicate their school goals & their goals should be incorporate data based on past and current student performance with participating staffs, students, and parents because, their experience will be created as a foundation for determining school goals. Moreover, involving staff, students, and parents will also give other important information which refers to their experience in defining school goals. Apart from this, based on the findings and conclusions of the study recommendations forwarded that KEC and DDCAEB should regularly attend trainings organized by NGOS, different stakeholders and educational partners for principals to acquire more knowledge about their role as instructional leaders and principals should to be committed and effective to implement properly their roles as instructional leaders.Item Major Problems Influencing Student‘S Discipline in Secondary Schoolsof Lideta Sub-City Addis Abeba City Administration(Addis Ababa University, 2019-06) Hailu, Abreham; Yimam, Melaku (PhD)The aim of the study was to assess students’ disciplinary problems and their causes related to the schools, and to suggest appropriate mechanisms to alleviate them. The participants of the study were selected from Dejach Balcha, Hidase Lideta and Africa Hebert secondary school .in Lideta Sub City. The quantitative data was collected by using a questionnaire and was analyzed through descriptive statistics that comprised frequency and percentage. The qualitative data was collected through interviews and was analyzed using narrative techniques. Available sampling and stratified random sampling techniques were applied to select the participants of the study. The finding of the study revealed that from 15 commonly observed types of students’ disciplinary problems, the serious ones were disturbing in the classroom, distrusting lessons, high rate of absenteeism, cheating on examinations and not bring book in the classroom. With regard to the causes that are attributed to school related problems, the finding shows lack or well organized co-curricular activities, lack of collaborative work, lack of offering sustainable guiding and counseling service. With regarded to the teachers, the study revealed lack of readiness to class and unethical communication. Based on the finding, the following recommendations were forwarded. The schools should provide sustainable guidance and counseling service as well as co-curricular activities so that the students became attracted and participate in the club. The families should create uninterrupted relationship with schools and exchange information about their children school attentiveness. The teachers should feel a sense of responsibility, play his/her critical and great role and keep ethical conduct with the students. Finally, all concerned bodies and the government should work together for seeking an enduring solution for the students’ disciplinary problems in secondary schools.Item Management of Educational Budget in Public Secondary Schools of Hababo Guduru Woreda of Oromia Regional State(Addis Ababa University, 2017-06) Gudisa, Abdisa; Yimam, Melaku (PhD)The major purpose of the study was to assess and examine budget management of government secondary and preparatory schools in Hababo Guduru Woreda. The budget management of public secondary schools of Hababo Guduru Woreda faced a number of challenges in the past few years. Descriptive survey method of research was employed in this study. Both quantitative and qualitative data were used in order to answer the research questions. Questionnaire, interview, and documents were used as data collection instruments. The collected data were analyzed by using frequency and percentage. As source of primary data for this study, the researcher selected twelve principals, nine accountants, seven treasurers, thirty five department heads, five education office supervision groups, thirty PTSA members, one School Supervisor, one Woreda Education Office Head and one Woreda Finance Office Head and one Finance Budget and Plan Expert. The findings of the study revealed that most respondents were aware of the existence of budget management problems in the schools. The sampling technique used to select the participants is simple random sampling method.The major problems acknowledged by the participants of the study were weak internal income generation, Lack of adequate budget to implement annual plan, low stakeholder’s participation in school tasks and budget preparation, extended delay of both internal and external auditing activities, lack of school based budgeting experiences, lack of adequate budget, lack of necessary staffs for finance work, improper monitoring and financial evaluation, lack of structure guide-line and procedure , scarcity of budget and improper purchasing and expenditures not supported by proper decision and also lack of legal receipts to collect the schools’ funds. Overall, the above problems affected not only the effectiveness and efficiency of financial management of the schools but also the whole process of educational activities. Taking the above results in to consideration, it is recommended that all concerned bodies, such as the Oromia Regional Education Bureau, Woreda Education Office and Woreda Finance Office being together should prepare enough work-shop and training for the school personnel and for the concerned bodies in the field of budget management. Moreover, it can be encouraged to release the allocated schools budget on time, intensifying internal and external auditing in order to reduce the problems of budget management in the government secondary schools.Item Practice and Challenges of Financial Resource Management in Haddiya Zone Public Secondary Schools(Addis Ababa University, 2018-06) Berhanu, Tefera; Yimam, Melaku (PhD)The main objective of the study was to investigate the financial resources practice and challenges of secondary schools of Haddiya Zone in SNNPR. Therefore, this study focuses on such financial activities as source of the secondary school finances, the practice of participating the school stakeholders, accomplishment of financial management activates, major challenges and the effective measure taken The researcher used different data collecting instruments such as questionnaire, interview,and different financial documents).The researcher had also employed disruptive survey research during data organization and interpretation..Questionnaires for 44 school manager, 60 teachers, 7 financier personnel spondents from six schools and, interviews with 8 PSTA and school boards participants were conducted. The study discovered that the education budget come from the government, School internal income, community contribution and NGOs’ support were the main sources of education budget in study schools. To address this, the researcher had selected the participants (department heads, and co-curricular club leaders and financial personnel ) were selected through random sampling techniques; whereas school board, PSTA ,principals, vice principals leaders were available selected sampling techniques. The statics used to analyze the data were frequency, presently, mean and standard division. The study found that the lack of diversification of school finance lack of participation of stakeholder in budget preparation , lack of financially skilled man power finance personnel, lack of relevant training, absence of internal and external auditing activity, delay in releasing budget, interferences of school principal, engagement of school management on different duties and lack of effective measures taken were the major challenges of financial utilization in Haddiya Zone secondary schools. Based on the finding of the study, the researcher recommended that all the stakeholders should involve in diversification of school finance, participate actively in financial management system ,fulfill skilled man power of finance personnel, also the finance and economic development office should audit the financial activities performed in accordance with the existing financial guidelines, regulations and principles of ministry of finance to minimize the stated problems and take effective measure up on problem makers of the school finance.Item 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.Item The Practice of Staff Employment and Promotion Functions in the Ethiopian National Educational Assessments and Examinations Agency(Addis Ababa University, 2018-06) Gerie, Nigusie; 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.Item 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.Item 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 .Item 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.