Browsing by Author "Zeleke, Befekadu(Phd"
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Item An Assessing The Provision of Equity Policies In The Dimensions of Pre-Primary Education Program Implementation In West Wollega Zone(AAU, 2021-08) Shiferaw, Merga; Zeleke, Befekadu(PhdThe main purpose of this study was to study educational equity policy challenges related to where a child lives, socioeconomic background, between genders and the extent to which policy commitment affects the pre-primary education program implementation in West Wollega Zone. The study used a mixed method study mainly descriptive in nature with a quantitative largely and qualitative research approach. From the 252 school principal 175; from 53 cluster supervisors 46 and from 175 facilitators 142 were selected by using Simple random sampling. From the sample districts, 9 woreda and a team of zone pre-primary school experts were purposely selected. The study employed three information gathering tools: questionnaires, interviews and document analysis. The quantitative data were analyzed using Frequency, Percentage, means, and one way ANOVA. The qualitative data was analyzed using narrations to support the result obtained from quantitative analysis. The results revealed that countless children miss opportunities on early pre-primary education only because of geography and the income levels the enrolment rates for this level differ widely by location and wealth. The Policy attention as a sub-sector to pre-primary is much lower than primary and secondary levels; even providers seem the sub-sector is left for faith-based organizations, communities and private institutions. The study also revealed that the current education policy does not reach all children with free pre-primary education and poorer children are still the last to benefit. Hence, for this critical education level, the government urgently should give special attention by orienting policy makers and designing strong political commitment with allocation of sufficient finance for the program implementation to shrink inequalities begin early in pre-primary education-addressing equity issues in geographical location, socio-economic, and between gender. To reduce the learning gaps, pre-primary Education must be free of charge.Item An Assessment of The Contribution of Human Resource Information System In Human Resources Management at Addis Ababa City Administration Education Bureau(AAU, 2020-11) Atsibeha, Tsegay; Zeleke, Befekadu(PhdThe purpose of this study was to assess the contribution of HRIS in human resource management throughout recruitment, selection, training and development as perceived by Senior HR Executives of Addis Ababa City Administration Education Bureau. In this study a descriptive survey research design was employed for this study the researcher used systematic sampling and simple random technique Data collected through different tools and paired questionnaires were analyzed and interpreted both quantitatively and qualitatively. The quantitative data that were obtained through questionnaires was coded, tallied, tabulated, organized and treated with different statistical techniques for analysis and inferences. More specifically, different statistical tools like, frequency counts, mean average, weighted mean values, percentages, standard deviation was calculated using software called SPSS version 20 to compare one set of scores to another. Thematic analysis was carried out for information obtained through interview and document analysis to enrich the quantitative data obtained and finally analysis of the questionnaire were made based on the five-point Likert scale. As the results of the findings indicated in average more than 75% of the respondents disagreed on the issues raised on all items showed the HRIS was not practiced. the evaluation of the recruitment and selection process has not done in the organization with the help HRIS therefore the system has not played a vital contribution in recruitment and selection processes in the organization. With regard of the training and development because of the organization has not used HRIS for training and development functions, it is not specifically known whether it minimizes the cost or not for the organization. All group of respondents negatively agreed on this issue of management and decision-making process of the organization over all human resource planning and management functions with mean score of 2.05. An indication of another potential problem was revealed in the answers to open-ended questions on the survey seeking additional feedback. Frequently mentioned by the respondents was the need for more training on the system. Since the training was given to very few and selected persons among them majorities are already resigned from the organization, so they do believe that additional and better training would lead to better results. In addition to these responses in my interview showed that the city administration education bureau was not the fully owner of the program whereas its owned by MoE, thus lack of the sense of ownership by itself create big problem and only a focal person was assigned and there was lack of follow up and proper monitoring and evaluation and feedback. On top of this the delivery of the training for the selected staffs and the way how those employees selected was also another source of problem in the practical implementation and consequently lead to loosing of the proposed benefits and the contribution of HRIS AEB expecting to its overall Human Resource Management. As per the responses of the open ended questions and the interviews held with some of the staff and top level management members of the organization, they were not found practically implementing HRIS in their organization. Finally the solutions they used to overcome the major challenges by the Addis Ababa City Administration Education Bureau was to wait for the coming new software and its implementation that was prepared by the city administration office for all the bureaus. In doing so the city administration education bureau already select participants for this new program The study concludes that HRIS as a tool is an excellent tool for Human Resource management (HRM). It enhances and contributes a lot in the identification of unfilled positions accurately and analyzes each job position with its title in an organization. It also provides insight into organizational training needs, selects the right persons to be trained and evaluates the effectiveness of training and development programs, it plays great roll in recruitment and selection but has the challenges of available trained man power, lack of ownership, high turnover of those trained employees the way how the first time training was delivered administered i.e that is more of theoretical than practical.Item An Assessment of The Contribution of Human Resource Information System In Human Resources Management at Addis Ababa City administration Education Bureau(AAU, 2019) Atsibeha, Tsegay; Zeleke, Befekadu(PhdThe purpose of this study was to assess the contribution of HRIS in human resource management throughout recruitment, selection, training and development as perceived by Senior HR Executives of Addis Ababa City Administration Education Bureau. In this study a descriptive survey research design was employed for this study the researcher used systematic sampling and simple random technique Data collected through different tools and paired questionnaires were analyzed and interpreted both quantitatively and qualitatively. The quantitative data that were obtained through questionnaires was coded, tallied, tabulated, organized and treated with different statistical techniques for analysis and inferences. More specifically, different statistical tools like, frequency counts, mean average, weighted mean values, percentages, standard deviation was calculated using software called SPSS version 20 to compare one set of scores to another. Thematic analysis was carried out for information obtained through interview and document analysis to enrich the quantitative data obtained and finally analysis of the questionnaire were made based on the five-point Likert scale. As the results of the findings indicated in average more than 75% of the respondents disagreed on the issues raised on all items showed the HRIS was not practiced. the evaluation of the recruitment and selection process has not done in the organization with the help HRIS therefore the system has not played a vital contribution in recruitment and selection processes in the organization. With regard of the training and development because of the organization has not used HRIS for training and development functions, it is not specifically known whether it minimizes the cost or not for the organization. All group of respondents negatively agreed on this issue of management and decision-making process of the organization over all human resource planning and management functions with mean score of 2.05. An indication of another potential problem was revealed in the answers to open-ended questions on the survey seeking additional feedback. Frequently mentioned by the respondents was the need for more training on the system. Since the training was given to very few and selected persons among them majorities are already resigned from the organization, so they do believe that additional and better training would lead to better results. In addition to these responses in my interview showed that the city administration education bureau was not the fully owner of the program whereas its owned by MoE, thus lack of the sense of ownership by itself create big problem and only a focal person was assigned and there was lack of follow up and proper monitoring and evaluation and feedback. On top of this the delivery of the training for the selected staffs and the way how those employees selected was also another source of problem in the practical implementation and consequently lead to loosing of the proposed benefits and the contribution of HRIS AEB expecting to its overall Human Resource Management. As per the responses of the open ended questions and the interviews held with some of the staff and top level management members of the organization, they were not found practically implementing HRIS in their organization. Finally the solutions they used to overcome the major challenges by the Addis Ababa City Administration Education Bureau was to wait for the coming new software and its implementation that was prepared by the city administration office for all the bureaus. In doing so the city administration education bureau already select participants for this new program The study concludes that HRIS as a tool is an excellent tool for Human Resource management (HRM). It enhances and contributes a lot in the identification of unfilled positions accurately and analyzes each job position with its title in an organization. It also provides insight into organizational training needs, selects the right persons to be trained and evaluates the effectiveness of training and development programs, it plays great roll in recruitment and selection but has the challenges of available trained man power, lack of ownership, high turnover of those trained employees the way how the first time training was delivered administered i.e that is more of theoretical than practical.Item Factors Affecting Female Teachers Participation In Educational Leadership In Secondary Schools of West Wollega Zone(AAU, 2020-06) Hailu, Solomon; Zeleke, Befekadu(PhdIn Ethiopia, women‘s proportion in leadership positions is very limited relative to their male counterparts in status posts in general and educational leadership in particular. The general objective of this study was to assess the factors that affect women’s teachers’ participation in educational leadership in secondary schools of the West Wollega zone. A descriptive survey study with a mixed research approach was employed. That means, data obtained through the close-ended questionnaire was analyzed quantitatively by using SPSS Software version 20 while those obtained through open-ended questionnaires and interviews and document analysis are analyzed qualitatively. Totally 184 respondents were selected as samples. School leadership quality is among the biggest factors ensuring high-quality student learning worldwide. Women's school leaders develop greater interactivity with children, helping them achieve greater engagement with learning and better results. The majority of the participants perceive those in principalship positions to have both feminines of masculine characters while one-third of them said that they perceived principals with a character with assertiveness, aggression, high self esteem, and self-confidence or in short with masculine characters. While this is so three fourth of the female teachers include this study never aspired for leadership positions at the beginning of their careers. Additionally, choosing from issues involved in recruitment and selection about nearly half of the respondents said that it is the attitude of recruiters is the most influential. While one-fourth of them claimed that the criteria for recruitment are not clear and understandable while some of them said that ‘caring for children’ takes the upper hand for them, as a barrier to enter leadership positions followed by ‘getting married’. From among the personal barriers ‘educational background’ and ‘Childhood background’ of female teachers had taken the lead in influencing factors. Based on the findings it is recommended that policymakers, city Administration officers and immediate supervisors assert gender-sensitive issues in the making of policies to hire or promote principals to higher educational levelsItem Factors Affecting Females’ Participation in School Leadership in Government Primary Schools of Lemo Woreda, SNNPR.(AAU, 2020-06) Mamo Kebede, Tsegaye; Zeleke, Befekadu(PhdThe main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadership.Item Factors affecting females’ participation in school leadership in Government primary schools of Lemoworeda, SNNPR.(AAU, 2020-06) Mamo Kebede, Tsegaye; Zeleke, Befekadu(PhdThe main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadershipItem Factors Affecting Students’ Academic Achievement of Public Secondary Schools in Burayu Town(AAU, 2022-03) Gonfa, Belay; Zeleke, Befekadu(PhdThe overall objective of the study is to assess the main factors that influence the academic achievement of students in public secondary schools of Burayu Secondary School, Dire Secondary School and Burka Nono Secondary School. To achieve this, the researcher employed descriptive survey research design because it is suitable to describe academic achievements by large number of the student in the schools of understudy. Purposive and simple random sampling techniques were employed to select appropriate samples for the study. Accordingly, simple random sampling for student and teachers, purposive sampling technique was used for principals, student parent teacher association and zonal education officer. The sample consists of 350 students, 90 teachers 3 principals, 2 teacher parent association members and 1 Zone educational officer. Close-ended types of questionnaire were administered to students and teachers whereas key informant interview and focus group discussion were applied to principals, student’s parent, teacher association, and zonal educational officer. Then, the collected data was analyzed using descriptive statistics and narration depending on context of the gathered data. The findings of the study revealed that school facilities and learning equipments by students, students’ learning and study habit, teachers’ interest and preparation to teach were the major challenges among schools under study. In addition, socio-economic status, educational background and an employment condition of the family, have greatly affected students ‘academic achievement. Based on the finding, summary, and conclusion were drawn. In addition, the researcher forwarded recommendations for stakeholders. Students shall take responsibility of their learning to attain good result in their future life, government, ministry of education, Oromia regional education bureau, the schools, governmental and nongovernmental organizations that work on improving quality of education shall fulfil learning equipments like textbooks, reference books, laboratory equipments, computer centre and digital library for their students. Finally, parents should follow up their children learning progress regularly.Item Human Resource Development Practices in Government Secondary Schools in West Hararghe Zone, Oromia Regional State(AAU, 2021-08) Nigussie, Hailu; Zeleke, Befekadu(PhdThe main objective of this study was to assess human resource development practices in Government secondary schools of West Hararghie Zone. To achieve this, a descriptive survey research design was employed. Questionnaires, interviews, and document analysis were used as tools of data collection. Primary and secondary sources of data were used. The school documents such as employee portfolios, schools strategic plans, and reports were used as a secondary data source. The data were collected from 210 secondary school teachers selected by simple random sampling, 20 principals and 10 supervisors were also selected by using availability sampling while 10 Woreda Education Office deputy heads were selected purposefully. Descriptive and inferential statistics such as Frequency, Mean, SD and t-test were predominantly used to analyze the data. Finally the findings’ of the study indicated that the schools have HRTDP, done well on career & organizational development and performance appraisal. However the result revealed the absence of the systematic needs assessment, unclear objectives of TDP, absence of clear and transparent TD criteria for selecting trainees and contents. The practice of preparing and implementing TDPs had been constrained by allocation of insufficient time, lack of adequate budget, selection of inappropriate trainees and contents, inadequate training and development program, and absence of monitoring and evaluation. Based on the findings, it concluded that; due to lack of systematic training and development needs assessment capacity and potentials of individuals had not been built for better future performance, appropriate individuals were neglected from the selection for the TDPs, secondary schools and education leaders fail to measure the effects and benefits of the TDPs. Finally the study recommended that, appropriate attention to be given to training and development needs assessment, allocation of necessary resources for TDP, planning TDP in association with strategic plan, applying on-the-job methods, creating systematic monitoring and evaluating practices of TDP, and giving more emphasis on professional development rather than other activities in secondary schools and woreda education officesItem Leadership Roles in Managing Education in Crisis at Addis Ababa University During Covid-19 Pandemic(AAU, 2021-08) Gebeyehu, Aster; Zeleke, Befekadu(PhdThe purpose of this study was aimed to assess the leadership role in managing education in crisis at AAU during covid-19 pandemic. A mixed research method of study was employed to reveal the leadership role in managing education in crisis at AAU during covid-19 pandemic. The sample population involved AAU academic staff members and students 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 AAU academic staff members and students. Secondary sources such as books, journals, and reports prepared by AAU 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 384 staff members and students of AAU making a sample size of 384. Out of these,327 (85%) are filed in and collected back. The data gathered were analyzed using such statistical tools as percentage, mean, frequency, cross tabulation, standard deviation and t-test. The result of the study showed that the role of leaders in managing education during covid-19 was good but still needs further action to bring quality education. The result of the study also portrayed that the university sets strategies to manage education, but as results of teacher’s negative perception on e-learning and students’ technological capability, infrastructure problems AAU strategy was not executed properly and the execution was not satisfactory. Therefore, it may be concluded that leaders failed in managing education, causing deterioration of quality of education. Hence, it was recommended that leader in a crisis better be collaborative and also look to be sensibly hierarchical. There are times when university leaders need to wait and take advice from government, system-level leaders and first responders. Within the university, a well-formed crisis management team brings a cross section of perspectives to a problem, and reduces the risk of missing certain voices. As the result of negative perception of teachers on e-learning and capability problems, it is also suggested that the AAU leaders in collaboration with other stake holders required providing adequate training to its academic staffs and students on using of technology to facilitate teaching learning process.