Educational Leadership and Management

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Analysis of the Development Process of the Bahir Dar Teachers' College Pedagogical Syllabus
(Addis Ababa University, 1991-06) Kassahun, Nigussie; Bekele, Abebe (PhD)
The purpose of this study was to analyze the development process of the Bahir Dar Teachers' College Pedagogical syllabus with the intention of determining its effectiveness. A model was identified and relevant literature was to have an understanding of the principles and employed in the process of syllabus development in the identified model. An attempt was made to see between the model and what has been practiced development of the program. reviewed criteria light of the fit in the To this end different methods of data gathering tools such as questionnaire, interview and document analysis were used to get the necessary information. The data obtained through the different tools and document analysis was interpreted and analyzed. The findings indicate that the syllabus for the pedagogy program was first developed in 1973-74 and was revised 1n 1977-78. The first syllabus was found to have been developed following a systematic procedure guided by a theoretical framework. In the process attempts were made to follow the objectives model to some extent. Needs were assessed and objetives were determined on the basis of the information obtained. content selection and evaluation were also points of conern in the development of the syllabus. However, there were certain limitations and these were attributed to shortage of time caused by the urgency of the task. The second revised program appeared after the "Edget Behiberet Zemecha". The development of the revised program was found out to be lacking any theoretical framework used as a guideline due to lack of clearly set educational aim. This was so because the direction of the Ethiopian Revolution by then was not known to anyone so as to formulate a clearly defined national aims of education. Though the syllabus development process of the college was influenced by factors which hindered it not to follow any systematic procedure at its initial it has remained without being revised since then. After analysing the findings it was concluded syllabus development practice fails to fit the model and is found to be ineffective. that the objectives Based on the findings, which includes the views of the graduates of the program, it is recommended that the program needs to be revised in such a way that defects could be rectified
An Investigation o£ History T aching In Eth10pian Senior Secondary School: Historical Perspectives and Curr nt Status
(Addis Ababa University, 1992-06) Fisseha, Abebe; Desta, Azeb (PhD)
The study was conducted to 1t1v tigate the teaching o:f his ory i th respect 0 :four d problems, viz., the bas1c reasoning:fo the place nt o:f his ory in the senior cond ry school curriculu, th pr ct c sand p ocesaes o:f yll u. develop en, he teaching strategies, hods and chn ques, and the eaching materials us d both in the pas and h pre n. to this nd both historic land descrip ive- urvey research techniques were employed. the historic 1 earch att mpted to 1nvest1gate what happen d nd hy it happened in a d :f n1te chronological period. it indicated trends, dev lop nts, phas , or perspectives o:f past hi tory teach1ng 1n eth op1an senior condary chools. main :findings o:f the historical study were: (i) the 1ncl usion o:f h1stor y in the en10r secondary school curriculum vas a conca i tant develop en with the beginning o:f secondary education in the country; (ii) at the earlier stage the h1story syllab1 were solely constructed by subject specialists; (iii) be:fore 1963 the teaching o:f history vas not a1 ed at enabling students to know so ething about their 0 n country; (iv) except the 1967 syllabus, all other yllabi re:fl cted the traditional vie o:f his ory te ching; the object1ves o:f the syllabi were the acquisi ion o:f knowledge; the view o:f history reckoned that tudents should learn h s ory to know about the past and history teaching e phasiz d on the transmission o:f 1n:formation. the descriptive-survey research atte pted to describe the present status o:f history teaching, with particular re:ference to the senior secondary schools o:f addis ababa. the :findings o:f this descr1ptiv study are mostly re:flective o:f he situat on in thes chools. the descriptive-survey del" ved data :fro a questionnaire, 1nterv1evs and a classroo observation. the deta obtained :from the quest onneire were tabulated and pre nted 1n tables expressed in nu bers and perc en ages. the views o:f he interviewee ere used to substantiate the int :cpretation, atialy is and the discussion wherever deemed tlecessar"y. the .~requ nci s o:f he categor1es embodied in the 0 servation chedule expressed as average les on percentages. to d r irl<:." v r"1at on among the obse:cv d t achers in us ng the e t gori a, to-way n ly is of ar anc (te cher by v1sit) e rri d out.. if) :findings of the descriptive-survey roh v :ce: i) school dministr tor nd princ1pal to n su ption th t anyon wto could d nd und rand i pr ented in th textbook could teach h1story; ) high level o:f di ati f c on among history te cher qu lity o:f h curl" n" ducational prov1b10ns; ii1) h t• ching h1gh y t x book orient d; 'v) h iz his 0 yes roo i :found to be big. a 1 rge group in with xpository ching s r tegy predo in tes th 0 cl th r is no ~ gni:ficant di :f r nce ong t ch s xpo i ory t t gy (f = .48, 9 d:f, p < 0.001)
Communication Problems in Government Senior Secondary Schools of Ethiopia
(Addis Ababa University, 1992-06) K/Mariam, Girmay; Workineh, Tilahun (PhD)
The abjective of this. study was to investigate the effectiveness of organizational communication taking place between the school principals and the two groups of subordinates - the academic and administrative staft members. The data was collected from 28 principals, administrative s~affeo members, and 310 teachers selected fr.om 12 senior secondary achools of Ethiopia by systematic: sampling method. Two schoolS were picked by lottery (simple random. sampling method) from each zone in the country. types of uestionnairea Two were employed to collect th necessary data from the principals and their subordinates. The study revealed that principals do not have a thorough understanding of the general principles of organizational communication and they have not applied them in their schools • . Because of this and other reasons, staff member a seem to lack the courage and interest to transmit the-ir suggestions, comments, etc. upwards. Although the flow of messages is primarily downward that even not , ' look to be effective. Generally, it appea~sdoes tha.t there is no conducive climate for communication and this; has m the networks; faulty and not able to facilitate school work. It is believed that these problems can be alleviated by organizing worksAops and training programs to acquaint prinoipals witA the basic prinoiples of communication 80 tha,t thel oen 1.Jlprove cOJ1Ullu.nication ill the .s chools.
Evaluation of the Teaching Skill of Pedagogical Course Instructors in Some Selected Teacher Training Institutes of Ethiopia
(Addis Ababa University, 1992-07) Gebreyesus, Getachew; Bekele, Abebe (PhD)
The purpose of this study was two fold. First, it attempted to appraise the classroom teaching skill of the instructors of professional courses (Pedagogics and Psychology) in Harar and Debrebirhan Teacher Training Institutes. Secondly, it examined the implications of factors; such as skill training experience (both at pre-service and in service levels) to the instructors- present classroom performance. Moreover, it investigated as to whether or not contextual factors - classroom condition, size of trainees, teaching load and years of teaching experience have bearing upon the instructional performance of the teachers. Two complementary forma ts (Preliminary assessment and Final evaluation) were employed to appraise the instructional performance of each instructor in two different sessions. following the appraisal, questionnaire and document analyses were used to obtain information pertaining to the factors expected to have bearing upon the evaluative results. The findings related to the appraisal showed that greater number of the instructors (51.25%) were ranked less adequate in view of the majority of the criterion variables in the final-evaluation format. 24.25% of them were judged average, while the remaining 24.50% were found more adequate. In connection with this, the skill training programmes which the instructors have experienced both at pre-service and in-service levels were found inadequate and identified as major factors which have worked along with the instructors' teaching skill. In contrast, the contextual factors were found to have little impact upon the instructors performance, and were taken to have little effect upon the evaluative results. Finally, the practical implications of the findings to the practices of teacher education programmes both at college and T.T.I levels were discussed
A Strategy for Managing Conflict in the Primary Teachers Training Institutes Ofetidopia
(Addis Ababa University, 1993-06) Wele, Fekru; Tefera, Seyoum (PhD)
The purpose of this study is, to investigate the individual, at the managing conflict strategies of interpersonal, group, and intergroup levels, as well as, to device appropriate tactics for the effective management of conflict arising in the Primary Teachers' Training Institutes of Ethiopia. Efforts were made to identify the types and causes of conflicts, conflict resolving and disciplinary mechanisms; and the major duties conflicts. Were Hence, the sample population used in the study ~4l staffs of principals in the management of randomly selected academic and administrative They are from the five zonal sampled institutes. At the same time, interviews, individual reports, and selected case studies were used to sUbstantiate the data. The computed data, using arthimatic mean, t-tests, spearman-Rank-order-correlation coefficient (rs)~Chi-square goodness-or-fit, and percentages, were used and the findings and conclusions conflict: intergroup were drawn. intrapersonal,conflicts with In this interpersonal their way, the type intragroup generating factors of and were identified. Integrating, compromising and problem solving mechanisms, oral and written reprimands, and punishment in fine disciplinary techniques showed high rate of applications for the management of conflicts. The high rank order correlation (.86) and t-tes t (no significant mean rank difference) between the academic and the administrative staffs indicated that there was high degree of agreement of attitudes towards the duties of the principals on controlling conflicts in the institutes.
Female Participation in Primary and Secondary Education Post - 1974 Ethiopia
(Addis Ababa University, 1993-06) Birbirso, Dirirsa; Teferra, Seyoum (PhD)
The major objectives vestigation primary into the problem of female participation and secondary education of their participation target described school-age in the ten Ministry population of Education thermore,unit leaders formation were of the enrolment plan. To on school enrolment and gathered from and Central Statistics documents Office. was distributed schools directors, toFur-530 pri- of assistant directors, heads and teachers to gather on factors that have contributed to low in- female in education. According ship between to the findings of the study, the relation- female participation in education the number of females enrolled schools age group) in and the effect perspective information department participation condary year formal questionnaire mary and secondary post-1974 on the achievement attain these objectives dividing of this study are to make an in- and in primary and se- to a total female population overall educational (obtained by of eligible participation rate (obtained by dividing a total number of pupils enrolled at primary and secondary levels to a total population eligible age group) are found to be positive (r = 0.95) at 1% level of significance. Administrative and of strong Furthermore, the regions that have higher female participat- ion rate than the national average do not have a problem n achieving the enrolment target described year perspective in the plan, while those that have lower ten female.. participation problem rate than in achieving the national the enrolment average target. have a The administrat- ive regions that have higher female participation rate than the national Bale, Arsi and Wellega average were Addis Ababa, Illubabor, while Eritrea rate. Participation of regional and Tigray have the least female Yet, there is no identified variation in female participation pattern in educ- ation. The participation level of female is higher at the primary than at junior and senior secondary different schools reasons levels due to including the availability than the junior and senior secondary low pass rate in grade six and eight National low females' persistent of more primary schools, females' Examininations, rate and cultural pressure for early marriage.Furthermore, ents' illiteracy, ents demand participation lack of exposure to modern outlook, or their daughters'for early marriage the educatedthe findings of the study show that par-par-labour, cultural pressure and narrow employment opportunities for females are the major reasons for low female in primary and secondary education.
An Evaluation of the Professional Program of the Pre-service Primary Teacher Education in Ethiopia - Based on the Objectives of the Training Program
(Addis Ababa University, 1993-06) Girma, Mulugeta; Tsehaye, Ambaye (Ato)
The purpose of this study was to determine the adequacy of the professional training of the pre-service primary teacher education program vis-a-vis the overall objectives and specific outcomes of the program. And a survey was conducted by taking random samples of 410 graduating students and 80 instructors from the TTls at Dessie, Gonder, Awassa, and Nazareth . With a response rate of 75 percent, the data collected were analyzed by utilizing appropriate statistical methods from which the following results were obtained; Statements of the overall objectives that focus on the development of prospective teachers' competencies and their ability to promote "community development" were regarded as highly relevant and important to the professional training; and t hat objective which proposes "ideological training" was considered as least important. The professional preparation was rated as "more than adequate" ~ by both groups of respondents, in the skills of "planning", "presentation" and ''evaluation'', of classroom lessons; and the preparation was rated as " inadequate" in dealing with "classroom management" skills; no significant difference was observed between the two groups, expect. in the area of "evaluation" skills. -Some background characteristics of the respondents showed a significant relationship with their rating of the professional training: students with more pre-training work (teaching) " experience," and those with high "tendency" to drop out of teaching are less optimistic in their rating; and teachers with more "years of service" in the TTls rated the training more positively; the "worth of the feedback" students received in the practice teaching period was also significantly and positively related with their rating . Based on these results, some recommendations are made: TTIs should formulate trainable objectives that are sensitive to the professional needs of trainees; systematic training in professional skills should be provided; research on teaching and teacher education practices should be encouraged in the TTIs; the teaching practice program should have a definite objective; and closer cooperation between the TTls and the Elementary schools should be maintained.
Wastage in Primary Schools of Baillr Dar Awraja
(Addis Ababa University, 1993-06) Tessera, Adane; Teferra, Seyoum (PhD)
The purpose of this study was to make an investigation into the magnitude, and location of wastage in primary schools of Bahir Dar Awraja. Attempts were also made to identify the major factors that contribute to wastage of high magnitude. Whether or not pupils' teachers' and school characteristic variable~ are related with rate of wastage was one of the major purposes of this study. Data regarding pupils enrollment repetition and dropouts were obtained from Awraja Educational office and from the 16 sample schools, that were selected randomly. The study included 102 teachers, 301 pupils and 16 school principals. Questionnaires and interview schedules were the instruments of data collection. The data gathered from documents, and through questionnaires and interview were analysed using percentages and other statistical techniques such as the chi-square, multiple and stepwise regression analysis. To determione the magnitude of wastage the Reconstructed Cohort method was used with certain modification. Using the 1985/86 first grade starting cohort, the output/input proportion was determined. The findings have indicated that, of the total number of pupils who entered grade one 1985/86 academic year only about 55 percent reached grade two and about 22 percent completed their primary education at the end of the sixth year. It was found that wastage rate was higher in the first grade, among girls than among boys, in rural than in urban schools. Being a repeater or a promotee does not necessarily be the function of personal family background characteristics. The multiple and step-wise regression results have indicated that teacher, and school characteristic variables were found important to explain wastage rate. It was thus revealed that internal factors of wastage were more important than external factors. The findings, there -fore, suggest that improving these variables may make a considerable change in the quality and quantity of education children are provided with. Based on these findings and th~ conclusions drawn it was recommended that measures regarding the improvement of teacher training, the application of OUtomatic promotion in the first three grades, separation of primary schools from junior secondary schools and the suspension of the practice of the shift system in primary schools be taken to minimize the prevailing magnitude of wastage.
An Investigation Into the Integration of Environmental Education Into Social Studies Course in Some Selected Teacher Training Institutes (T.T.Is) Of Ethiopia
(Addis Ababa University, 1994-06) Girma, Melaku; Ghedai, Abebe (PhD)
The purpose of this study was to investigate the integration of environmental education into social studies course in the T. T. Is, through examining the trainees' environmental education competencies which involve changes in knowledge, attitudes and skills. To achieve the objectives of the study 321 trainees from four T.T.Is were randomly selected. In addition to this, the instructors of the course and the teaching materials were considered as sources of additional data. A 10-page questionnaire, which included: the test, attitude inventory and rating scale, was administered. The syllabus and the textbook of the course were analyzed and interviews with the instructors were conducted. The data collected were statistically treated. The results suggested that the course seems to have some elements of environmental education, even though they do not measure up to the objectives and standards of the present day environmental education program. The slight majority of the trainees displayed mastery of environmental knowledge as far as the test results are concerned. However, when seen from different directions it is found to be premature to generalize that the trainees have foundational competency in environmental knowledge. Even though the available information and findings alone are not comprehensive to provide conclusive results, the trainees' attitudes toward environmental problems, environmental education and environment in general found to be highly desirable. Regarding environmental skills the trainees appeared to have a minimum competency in environmental action skills. In all the three cases statistically significant differences were observed among the T. T. Is considered. Relatively positive significant relationships were obtained between the trainees' environmental knowledge and environmental attitudes. On the other hand, between the trainees' environmental knowledge and environmental skills and between the trainees' environmental attitudes and environmental skills no clear systematic correlations were obtained. Many constraints and difficulties were reported concerning the integration of environmental topics and activities into the course. In general a very modest and uncoordinated teacher training effort in the area of environmental education seemed to be the rule at every institute studied in this inventory. The practical implications of these findings to the development of environmental education in the course specifically, and in the other courses in general are indicated
A Comparative Analysis of the Bureaucratic Structure Between Large and Small Secondary Schools
(Addis Ababa University, 1994-07) Haile, Alemayehu; Ingidayehu, Yalew (PhD)
The concept of bureaucracy, here, is viewed as a means of organizing work which permits or encourages coordination. Coordination in turn is achieved in hierarchy of graded authority regulated by rules and depersonalizing mechanisms. As such bureaucracy is not a bed of roses for individuals. It is rather a system of administration which is destined to institutionalize work In organizations. Schools are the basic organizational units in the educational institutionj they have the role of dividing the work and integrating results. Thus, schools are becoming more bureaucratically structured. It is suggested that, the idea of bureaucratization of schools confirmed, to a considerable degree, Weber's specification of bureaucracy on the basis of their division of labour, their hierarchical structures, their rules and regulations, their procedures and their impersonal treatment based on competence. Hence, the educational version of bureaucracy is seen as a set of six-dimensions. The study comparatively examines the basis of the bureaucratic model, the dimensions of organizations that are chartacterstically cited as bureaucratic attributes by measuring the degree to which these dimensions are present in the two sets of secondary school systems. It is illustrated in the study that a bureaucratic structure is not unitary variable but it is multidimensional and prevalent among the selected twelve secondary schools. The prevalence and emergence of these bureaucratic dimensions are also proved to be that the schools are bureaucratic in a large number of ways. Furthermore, it is demonstrated that size is a determining factor which influences the bureaucratic structures of secondary schools. Thus, all the six-bureaucratic dimensions vary in size. Finally, the causes of disagreement (conflict) and the consequent results that reduced teachers commitment such as, seniority based promotions, lack of reconciliation between the expectations of autonomy and individual responsibility of highly trained professionals with the hierarchy of authorities, are also examined. Based on the previous comments and concluding remark in the study, in the final chapter, the writer forwards some realistic suggestion and recommendation that individual teachers need a certain amount of autonomy if they are tocontribute meaningfully to the obj ecti ves of the schools. Hence, school administrators should allow individual teachers to have enough autonomy to enhance their professional initiative and to encourage the development of positive and fruitful relationships within the school systems . Such necessary leadership styles may result from the recognition of the professional status of teachers and a substantial delegation of responsibility in them, and not from polarization of teachers and directors into 'superiors' and 'inferiors . '
A Study of Organizational Reward Systems in the Higher Educational Institutions of Ethiopia
(Addis Ababa University, 1995-06) Berhanu, Elias; Yimtatu, Zaudneh (PhD)
Six educational institutions of the higher learning, distributed over different regions of the country, have been randomly selected to study the state of organizational reward systems (ORS ) in the higher educational institutions (Her) of Ethiopia. A questionnaire, mainly made up of closed-items with five - stage rating scale and a minimum - satisfactory point of 3.00, has been administered to collect dthe data required to answer the basic questions specifie under the introductory chapter of this paper. organizational rewards are broadly classified into two basic categories: extrinsic rewards and intrinsic rewards. According to this study, the v ariables of extrinsic rewards and intrinsic rewards bear respective mean values of 2.69 and 3.23. These values generally indicate that academic employees are dissatisfied with extrinsics (mainly material rewards ) whereas they are relatively intrinsics ( job content ) of the ORS.(weighted ) mean rate (2.79) of the satisfied with However, the combined two components does reflect a state of u n satisfactory organizational rewards in the system of the HEr of Ethiopia.
Teachers' Participation in Decision Making In the Technical and Vocational Schools of Ethiopia
(Addis Ababa University, 1995-06) Abahumna, Asefa; Shibeshi, Ayalew (Ato)
The major purpose of this study was to ecxamine the level of existing and desire of teachers in technical/vocational schools of Ethiopia to participate in decision making process. Data was collected through questionnaire, unstructured interviews, observation and document analysis. A questionnaire was distributed to 10 government and 2 nongovernment schools and elicited 227 responses. The same questionnaire was completed by 52 academic teachers, 163 technical/vocational teachers and 12 principals or the total 22 of them were females. For the purpose of analysis, different statistical techniques such as percentage, chisquare, t-test, scheffe test, correlation coefficient and ANOV A were employed. In the final analysis, the study revealed that significant difference was observed between the existing and desired level of participation. That is, the level of existing teachers' participation is considerably very hi_ . Yet, there is a significant difference between the views of the groups of respondents (positions) concerning desired level of participation. Strong association was observed between the goups of respondents concerning the importance attached to decision categories. It revealed that females perceive less level of participation than males. The study also showed that, as years of experience and academic qualification increase, the level of participation also increase
Issues, Practices And Problems Of School Community Relations In The Senior Secondary Schools of Region Three
(Addis Ababa University, 1995-06) Zewdie, Tadele; Yimtatu, Zaudneh (PhD)
This study attempted to determine the status of school-community relations in the senior secondary schools of Region Three. In order to meet this objective performance of schools was rated in light of Davis s six school-community relation levels and information was gathered and analysed using percentages, chi-square tests t-tests and rank orders. The results indicated that the status of the school-community relations is at low Ie . el and of one-way communication. There is a limited flow of information from schools to their communities. Thus the school-community interaction in the schools studied is at its rudimentary stage. Celebrating school days and in olving parents concerned in correcting severe misbehaviors of their children are the typical practices of the schools. Parents rarely go to schools to make recurrent follow-up of school activities and progress of their children. Besides, schools do not design mechanisms to receive feedbacks and suggestions from the publics concerned. These findings reveal that schools are adapting a less integrated approach in the process of educating children and the youth and, do not seem to be in a position to secure public and parental support. The shortcomings of the school-community relations programs are found to be: the public feeling that "the education of children is the sole responsibility of educators" lack of parents' interest to participate in school affairs, lack of know-how of the school personnel and public relations workers, absence of system-wide activities to back-up efforts of individual schools, and high formalization in the educational hierarchy to consider desires and suggestions of the public. Strategies for offering trainings, educational radio program aimed at awareness raising, basic research for assessing opinions of "informed" and "elite" publics, involving prominent educators in educational policy formulation, introducing an Education Committee at "wereda" level, parent-teacher and parent-principal conferences at school level have been forwarded with the intention of improving the practice
Study 0f Organizational Cumate of Senior Secondary Schools in Southern Eth Opia
(Addis Ababa University, 1996-06) Gelaglie, Zebene; Yimtatu, Zaudneh (PhD)
The purposes of this study were (1) to assess the organizational-~iim-;te or senior secondary schools in Southern Ethiopia and to determine if differences exist among the schools in their level of openness and teachers' intimacy, and (2) to determine if some variables such as staff size, principals and teachers personality characteristics (sex, age, length of teaching and administrative experiences, level of education and field of specialization) have relationships with senior seco.ndary school openness and teachers' intimacy. The data were collected from documents and through questionnaire and interview with 393 teachers and 12 school principals. Various statistical techniques such as Cronbach s alpha coefficient, chi- square, ANOV A and Scheffe' test were used to analyse the data. The outcome of the data analysis revealed significant differences among the senior secondary schools in their level of openness and teachers' intimacy. The study also indicated that most of the senior secondary schools had less open climate and low intimacy of teachers. On the whole, the results disclosed that staff size and some of principals' personality characteristics (age, length of administrative experience and field of specialization) had significant relationships with senior secondary school openness. Moreover, the findings showed significant association between staff size, principals field of specialization and senior secondary school teachers' intimacy. Finally, constant assessment and practices associated with fostering positive climate to develop harmonious working relationship among the staff members, the formation and utilization of a small group of staff advisory council in schools, maintenance of reduced staff size, boosting the morale of principals and teachers, and further investigation as to why principals with training in EDAD tend to develop less favorable school climate were forwarded as major recommendations in order to improve the organi..zational climate of the senior secondary schools
Public Participation in the Educational Operation in Schools of Central Ethiopia: A Systems Approach
(Addis Ababa University, 1996-06) Mekuria, Tadesse; Yimtatu, Zaudneh (PhD)
The purpose of this study is to investigate the state of public participation in relation to the disparity it possibly has by school level, size, appropriation, experience of principals, and geographical setting. To treat participation, approach. both the micro and macro the study was made to base factors on the of the intensity major components of of public systems The data made in use were collected mainly through questionnaire from 98% of respondents from both groups representing school systems ' and the public suprasystem, as well as through structured interview as a supportive from 100% of school principals . Mainly one-way ANOVA/correlation statistical techniques were used to analyze the data . Taking all things together, the results indicated that by level, the primary; by size, the small-size; by appropriation, the non-government; by experience of principals, those schools with experienced principals; by geographical setting, the rural schools are found exceeding correspondingly their counter parts under their respective dimensions with regard to : Their openness amplitude to public participation; Enhancing the extent of public influence on their educational operation; Intensifying the magnitude of the economic, political-legal, social, and technological-educational dimensions of public participation. Statistical treatments proved that the disparities in public participation among the categories under those dimensions happened mainly due to the relationship between the dimensions of this study and the degree of occurrence of the major components of the systems approach in dealing with public participation. Yet, what ever the difference is, it is apparently understandable that the schools as a whole are found in a pertinent need of increased public participation in their endeavour of educational operation. Thus, the following are expected from schools, the public , and from the government as suggested by the study. It is indispensable to develop two-way relationship between the schools and the public. Thus, the schools being more open and using socialization as their strategy in responding to pubic demands, have to enable the public to participate and support them more economically, legally, socially, and educationally. Public representatives (local administrative councils) have to create conditions for the public to participate being organized so that the educational operation in schools would be economically efficient, legally responsive socioculturally relevant, and educationally effective. The government or policy-makers have to strengthen school administration committees by establishing at Woreda (District) level as boards of education for better coordination and with better legal protection enabling the public to share educational responsibility in light of decentralization. This can be done by securing the educational policy nationally and the administrative task at the would be educational board level&updating both the curriculum as well as the work and· organization designs .: /
A study of Students Selection, Streaming, and Training in the Technical and Vocational Schools of Ethiopia
(Addis Ababa University, 1996-06) Lernmessa, Dessalegn; Ingedayehu, Yalew (PhD)
The purpose of the study was to investigate the selection, streaming and training of students in the TV Schools of Ethiopia, and thereby, forward recommendations for the improvements of the problems that the study brings to light. The areas of concern were the methods, procedures, and the types of resources employed to select, stream and train students to produce the required semi-skilled manpower. These are: the provision of occupational information through the guidance program, the provision of the necessary resources, the staff- development schemes utilized to up-grade the technical and pedagogical knowledge of teachers. Out of the 14 government TV schools operating in the country, 9 of them were included in the study. Opinions, comments and suggestions were properly gathered from the officials, administrative staff, teachers and students through the questionnaire
Managing Non-Formal Education And Training For Rural Women In Ethiopia: Focus On 'Wereda' Integrated Basic Service Development Projects.
(Addis Ababa University, 1997-05) Assefa, Kassahun; Ingidayehu, Yalew (PhD)
The study was designed to examine the management process and constraints of NFET programs for rural women in women-only development projects of NGOs in Ethiopia. It was also intended to suggest possible solutions to the problems identified. Of the total of 17 NGOs that undertake NFET as their main activity or as part of the programs of NGO-run women-only projects in Ethiopia, 12 (70 .6) were selected by using random sampling technique. Using the same method, 130 target groups , 89 facilitators (adult educators) and 67 coordinators were proportionally selected representing the total population . To conduct this research, the descriptive survey method was used . Interview, questionnaires and documentary analysis were used to collect the necessary data. Instruments were pilot-tested and essential corrections were made before the final version was prepared. Percentile, chi-square and t-test statistical tools were employed to see percentile and mean score differences between responses . The study revealed that profound effort is being made by the NGOs to involve the target groups women in needs assessment, planning and evaluation of the NFET programs in NGO-run women-only integrated basic service development projects . However, it cannot be claimed to be fully participatory. The main management constraints are 1) lack of continuous and adequate training 2) non-participation and inadequate participation of the target groups women 3) male dominated number of facilitators , and 4) the often conflicting needs of donors, target groups and the government that challenges the NGOs in managing NFET programs for rural women in women-specific projects. Thus , it was recommended that 1) the project staff specially facilitators , coordinators and managers have to be trained in participatory management techniques of NFET programs or projects, 2) there should be continuous training opportunities for facilitators , coordinators and managers, 3) facilitators should be selected proportionally from both sexes and/ or the target groups women's preference regarding the sex of facilitators should be given priority, 4) in order to overcome the often conflicting needs of the three groups , the NGOs should study and analyze the needs (priorities) of donors and that of the government that can easily be fashioned to the needs of the target groups, and then enter into negotiations with donors and the government in order to modify the needs to fit to the needs of the target groups . In addition, NGOs should make an effort to encourage one another and create an enabling environment to develop a net-work by which they coordinate exchange of experience, disseminate new findings of research works , collectively seek solutions to common problems, train their personnel, and prepare common manuals and guides on common issues. Finally, this research can serve as a basis for those interested in conducting further investigation.
The Impact of Supervisory Behavior on Teachers' Satisfaction with Supervision, in Region Three Senior Secondary Schools
(Addis Ababa University, 1997-05) Tekle, Dessalegn; Teferra, Seyoum (PhD)
The purpose of supervisory supervision, behavior on teachers'sa the impact tisfaction wi th in Region Three Senior Secondary Schools during school year.1988-1989 to investigate of this study was intended Schools 20 zones by proportionatestratified were selected sampling from all to technique the ensure the quota of each zone in the sample.To facilitate to guide the study. were prepared coefficients reliability Senior is used. Section Secondary School of In below which all predicator qualification, variables supervisory in facilitating to analysis. Sa are satisfied supervisors X 7) percent .i n considered involved further that their ~nskills, negative a this study,techniques ofand the function of supervisors stepwise mul tiple wi th the taken variables the overall the degree of their impact is not is,the relationship is very loose predicting with regression predictor relationship ceee : that by Three of the schools. Supervisory On the whole, the four predictor the model, was Region have together behavior of variables accounted the unexplained between that teachers factors 19.2 80.8 percent which in depth by those who have the interest.ix the (X 5, X 6, for about of the total variance, whereas the remaining to be examined each many it as of their supervisors four mentioned However, and supervisors not the significant tisfaction measure.in.zn used data, education have emerged statistically the above statistically teachers is be Here, substantial Xl' in-service respect, turn may leadership classroom supervisory procedures,have in returned the indicated behavior on the overall operation significant of the and stepwise multiple this teachers average, analyze the analysis with the supervisory consequence Of were in each nearly To -test, correlation, analysis satisfaction and 40 supervisors questionnaires. frequency percentage, discussed the reliabilitytest was used, and those reliability tool. 458 teachers completed regression to rectify greater or equal to 0.75 were included in the final gathering properly were stated Based on this, two sets of questionnaires and pilot-tested tool. Split-half data he next move, 6 basic question the
An Assessment of the Status of Population and Family Life Education in the Curriculum of Some Selected Colleges of Teachers Education in Ethiopia and its Effect Upon the Knowledge, Attitude, and Practice of the Students
(Addis Ababa University, 1997-06) Ashebo, Bisrat; Ghedai, Abebe (PhD)
The purpose of this study was to assess the status of Pop/FLE in the curriculum of Teachers Education in Ethiopia and to findout its effect upon the knowledge, attitude and practice of the students. To do this, two Regional Colleges of Teachers Education namely; Awassa and Gonder were randomly chosen. From the total of 460 students population in the two colleges 154 sample students were randomly selected. Sixteen department heads and 5 curriculum designers were interviewed. A questionnaire consisting of 20 items multiple choice test, 20 items attitude inventory, 12 items rating scale and one open ended question was administered for the sample students twice as a pre-and post-test to see the effect of the course.The course catalogues and course contents were considered as sources of supplementary data . Then, percentage mean, mUltiple comparison of the mean, analysis of variance (ANOVA), Pearson correlation coefficient and t-test were used to analyse the data. . The study revealed that the students seem to have Pop/FLE knowledge and positive attitude and practicing it at the time of their enrolment to college. However, variation in their KAP level was found as a result of differences in College, sex, religion, residential background and previous exposure to Pop/FL information. Besides positive relationship was found between their knowledge level and attitude, and their knowledge and practice . It was found that, there are significant proportions of Pop/FL related objectives and contents in each department though they lack depth and special concern .
A Study on Principal's Instructional Leadership Effectiveness and Influencing Factors in Senior Secondary Schools of Amhara Region
(Addis Ababa University, 1998-05) Melaku, Temesgen; Ingidayehu, Yalew (PhD)
The purpose of this study is to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in senior secondary schools of Amhara Region. Leader's engagement in defining the school mission, managing curriculum and instruction, supervising instruction, monitoring student progress and promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held like personal characteristics, organizational characteristics and district/zone administrative characteristics were treated as influencing factors . To this end, the study was conducted in 14 senior secondary schools selected from 6 zones by using a combination of stratified and quota sampling techniques. Twenty six school leaders, 192 teachers and 6 supervision staff were used as the subjects of the study to obtain the necessary data. Questionnaire, document analysis and unstructured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage, Pearson's correlation coefficient and t-test statistical instruments. Findings from the data analysis revealed that most school leaders are strong (etIective) neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department head, number of credit hours taken in educational fields and level of education appeared to have significant relationship with ILE. And hence, longer experience,more credits and higher level in the above characteristics, respectively contributed positively to the success of leaders in their instructional leadership role. Of the organizational characteristics, greater availability of instructional resources, professional norm that greatly value leaders' participation in curricular and instructional issues, and larger teaching staff size contributed positively to ILE, whereas greater role diversity lowered their ILE. Among the district/zone education department characteristics, generally, the manifest emphasis of expectations of higher officials on activities other than instructional leadership or matters that are secondary to ILE as well as high degree of fmancial and supply delivery problems, untimely teacher transfer and delay substitutes to and deployment of teachers have significantly influenced ILE in the negative direction. In sum, these findings indicated that ILE is a function of personal, organizational and districtlzone education department characteristics (factors). Following the findings and conclusions drawn, it is recommended that REB in collaboration with zone and district education departments should define the instructional leadership roles of leaders clearly in terms of the five dimensions, provide trainings in the area, revise and improve the selection and appointment criteria of leadership positions, reduce and improve the organizational and district/zone factors debilitating instructional leadership role of the leader.

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