College of Education and Language Studies

Permanent URI for this college

http://etd.aau.edu.et/handle/123456789/53

Browse

Now showing 1 - 20 of 2229

A Blended Approach of Jigsaw-4 and Problem-Solving Strategies in Preserv-ice Physics Teachers’ Understanding of Newton Laws of Motion Concepts and Their Affective Factors
(Addis Ababa University, 2024-03) Zerihun Anibo; Desta Gebeyehu
Education in the twenty-first century needs new, creative instructional approaches to teach, like the active learning method, to help students understand physics concepts better. The purpose of this study was to investigate the effects of Blended Approach of Jigsaw-4 problem-solving strat-egies on factual, conceptual understanding, procedural knowledge, problem-solving skills, moti-vation, and perception in a mechanics course, particularly on laws of motion, compared to the conventional method in the college of teacher education in the Southern Nation Nationality Peo-ples Regional State. In this study, 136 preservice physics teachers were chosen non-randomly from four colleges of teacher education. A quasi-experimental, non-random pretest-posttest re-search design with a mixed research method was used. Factual knowledge diagnostic tests, con-ceptual understanding tests, procedural knowledge tests, problem-solving skills tests, and phys-ics motivational questionnaires were administered to all groups as pretests and posttests. After the treatment, 24 preservice physics teachers, six from each group, were interviewed semi-structurally to collect data. In terms of data analysis, descriptive statistics, paired sample t-tests, and inferential statistics such as Analysis of Variance (ANOVA), post hoc tests were used for the analysis of the quantitative data, whereas deductive coding of verbal description was used for qualitative analysis. The findings of the quantitative analysis revealed statistically significant differences in preservice physics teachers' conceptual understanding, procedural knowledge, and problem-solving skills in learning laws of motion, which were found to be better after learn-ing through Jigsaw-4 problem-solving strategies. Concerning motivation, it was found that the blended Jigsaw-4 problem-solving strategy had a significantly superior effect over other prob-lem-solving strategies and conventional instruction. The interview analysis was drawn out using five major themes of pre-service physics teachers’ views: conceptualizing concepts of force view, the advantage of frictional force view, laws of inertia view, third law of motion view, and nature of frictional force view. It was found that preservice physics teachers' views improved more through Jigsaw-4 problem-solving strategies. In conclusion, the blended Jigsaw-4 problem-solving strategy using the TECMRER ( Thinking, Exploring, Choosing Strategies, Manipulation, Reflection, Evaluation, and Reteaching ) model improved learning of physics more than the Jig-saw-4 Techniques of Teaching, Problem-Solving Strategies, and conventional method. Finally, the researcher suggested that physics teacher educators have to use the Jigsaw-4 problem-solving strategy using the TECMRER model to develop the conceptual understanding, procedur-al knowledge, and problem-solving skills of preservice physics teachers in laws of motion con-cepts. Keywords: factual knowledge, procedural knowledge, conceptual understanding, problem-solving skill, Jigsaw-4-problem-solving strategy
A Case Study of Remand Home and Bosco Children's Home in Addis Ababa
(Addis Ababa University, 2025-06) Melkamnesh Bayu; Abdreheman Seid
Global human rights frameworks aim to protect Children, but children in conflict with the law often face challenges in accessing formal education like that provided in regular schools while living in institutional care. This study explores the educational experiences of juvenile delinquents in two rehabilitation centers in Addis Ababa: the Lideta Remand and Rehabilitation Center and Don Bosco Children’s Home. The research used a qualitative case study to collect data through semi-structured interviews, focus group discussions, non-participant and participant observation. 20 juveniles (17 boys and 3 girls) and 11 key informants, such as social workers, counselors, teachers, caregivers, and administrators took part in the studyThe findings revealed that while both centers provided basic educational and vocational training services, these efforts were inconsistent and often lacked resources, individualized instruction, and adequate follow-up. Formal education, counseling, and life skills training were limited, especially at the remand home, where vocational programs like leatherwork and carpentry were underutilized. Don Bosco provided organized support; however, it struggled to find volunteers for the 'Come and See' program, which aimed to make the two-month trial period productive for the children. Some juveniles at the remand home returned to the system after release, often due to unmet educational and social needs. Overall, the study concludes that although efforts are in place, current educational experiences in these centers do not fully support the holistic development or rehabilitation of juvenile delinquents, emphasizing the need for more targeted, inclusive, and sustainable educational strategies. Keywords: Juvenile delinquency, rehabilitation, vocational programs, education, remand home, children in conflict with the law
A Comparative Study of Material Resources Management and Utilization in Government and Non-Government Tvet Institutions in Addis Ababa
(Addis Ababa University, 2007-07) Worku Berihun; Yalew Ingidayehu
Past studies about the management of educational material resources found that there was different improper utilization and handling of material resources. Such improper implementation of materials management function can lead to resource wastage. The purpose of this study was to investigate the status of material resources management and utilization in government and non government TVET institutions in Addis Ababa. To this end, an attempt was made too look into the major factors that affect the proper management and utilization of material resources. In order to attain the objectives of the study, a comparative study was employed to identify the similarities and differences between three government and three non government TVET institutions. These training institutions were selected by the purposive sampling technique for government institutions and by availability sampling technique for NGO institutions. The subjects of the study were teachers and students who participate in filling out the questionnaires and Deans and Administration and Finance Heads who were interviewed for fulfilling the study and additionally the researcher has made observation on the sample institutes. The data were gathered from 1 16 teaching staffs and 146 students from both institutions. In addition 6 deans and 6 administration and finance head officials were interviewed. The data obtained from questionnaires were analyzed by using statistical tools like percentage, weighted mean, and cumulative mean Chi-square, t-test and Spearman's rank order correlation. Some of the major findings were the material resources were less adequate in government institutions than NGOs, immediate material resources were obtained in NGOs than government institutions, the quality of material resources were better in NGOs, more idle machines were found in government institutions and the performance of teachers, students and workshop technicians were better in NGOs than government institutions. In both institutions the time taken for purchasing was very high, but it was sever in government institutions and preparing the proper specification was as such a problem for purchasing. Therefore, prepare proper specifications for purchasing issues, revise the rigid financial rule for delivering immediate materials supply, assign a knowledgeable person for materials management, applying proper maintenance in TVET institutions, assign TVET officials who have a technical background and for effective utilization and management of material resources and creating awareness on the job training is a vital aspect.
A Comparative Study of the Quality of Education in Government and Private Secondary Schools in Addis Abbaba In Kolfe Keranio Sub-City
(Addis Ababa University, 2023-06) Mesfin Hailu; Dejene Nigissie
The major purpose of this research was to compare the quality of education in government and private secondary schools of Addis Ababa with reference to KolfeKeranio sub city. All the secondary schools, their principals, secondary school teachers (head of the departments) and students of 12th class of government and private sectors of the Kolfe Keranio Sub City constituted population of the study. There are 10 woredas in Kolfe Keranio Sub City; and a total of 5 public secondary schools and 10 private secondary schools. In general, there are a total of 15 secondary schools in the Sub City. The study was conducted in 10 secondary schools selected from the 10 Woredas. All public secondary schools were included in the study and five private secondary schools were selected using simple random sampling methods. Thare are 26,000 secondary school students (18,632 government and 7,368 private), 100 department head teachers were selected from a total of 579 teachers (396 government and 183 private) and 10 principals. Since the focus was grade 12, there were 1491 grade 12 students (1081 government and 410 private). Hence 120 students (60 government and 60 private)12 students from each school was selected using simple random sampling methods. Two questionnaires, each for secondary school teachers and students, and structured interview questions were prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two -way chi square tests. The main findings of the study were: that the results of 12th class students in university entrance examinations of private schools were better than government schools. While with respect to ownership of building, almost 100% government sector schools had their own buildings and majority of private schools were running in rented buildings. Regarding qualification, the principals of government sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’principals. Teachers of government secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. Commitment of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas government schools were lacking these factors. Availability of Audio-Visual aids was excessive in government secondary schools as compared to private secondary schools but their use was more in private secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. Inconclusion, eventhough the quality of education can be measured interms of input, process and output/outcome, based on the findings it is possible to say that private schools are better than government schools regarding the provision of quality education. Thus the researcher recommends that teachers of government schools may be made accountable on showing poor result in examinations. They must also be rewarded with incentives for showing good results. Moreover, the school curriculum should be updated according to the emerging needs of the society and it should be revised regularly.
A Comparative Study on Instructional Leadership Practice of Principals in Government and Private Secondary Schools in Arada Sub City of Addis Ababa
(Addis Ababa University, 2013-05) Tegene Mengistu; Kenenisa Dabi
This study was conducted to assess the current status of instructional leadership practices of principals in government and private secondary schools in Arada Sub City of Addis Ababa. Instructional leaders involvement in defining and communicating the school mission, managing curriculum and instruction, supervising instruction and promoting a positive school learning climate were taken as indicators to study instructional leadership practices of principals. Major facial's that confect instructional leadership practices are also treated. For the study descriptive survey design was used. The simple random and purposive sampling techniques were employed to select the samples in the study. Based on This the study was conducted in 6 secondary schools, 3 government and the real three were private schools. Principals, vice principals, supervisors, department heads, teachers and students were used as respondents of the study. Questionnaire, semi-structured interviews, focus group discussions, document analysis and observation check-list were used as data collection instruments. The data collected through the questionnaires were analyzed by using SPSS version 20 in terms of percentiles, mean score, standard deviation and test statistical analysis procedures. For the semi- structured interviews and open ended questions the data were analyzed by using the content analysis technique. Findings Foam the data analysis revealed that the role of females on instructional leadership position is below average in government schools and is negligible in private schools. Most of the principals of secondary schools do not fulfill the criterion set by MOE in their academic qualification and their area of specialization was other than fields of educational leadership and management. The extent to which principals exercise the different instructional leadership dimensions was found to be slightly moderate in both government and private schools. However in promoting a positive school learning climate and in managing curriculum and instruction private schools were rated for better Performance in the questionnaires. On the other hand government school principals show better Performance in defining and communicating school mission and in some activities of instructional supervision. Generally it can be concluded that, even though private schools were able to practice the different dimensions of instructional leadership both government and private school principals were not performing their task as they were supposed to do. For this lack of skill and knowledge, unable to empower others, wastage of instructional time, low motivation of teachers and students, lack of adequate instructional resources and lack of vision were some of the factors that affect the leadership activities of the principal. Following the findings and conclusion drawn, it is recommended that schools should be led by experienced and trained principals in educational leadership. Teachers and students should be highly motivated so as to develop interest and satisfaction on their jobs. Instructional leaders need to have personal vision for their schools aimed at high achievement of learners. Principals have to •work to the maximum in preventing wastage of instructional time. Thus to improve the current instructional leadership practices of principals the school community, Woreda education bureau, Sub City Education Office and Addis Ababa Education bureau should work in collaboration with each other.
A Comprehensive Exploration of Mental Health and Psychosocial Support Services for Internally Displaced Persons in Debre Brhan Idps Camp
(Addis Ababa University, 2024-06) Amen Begidu; Abera Tibebu
The multifaceted problems internally displaced persons face have for long been a topic of political, social and academic inters. The main objective of this study is a comprehensive exploration of mental health and psycho social support services for internally displaced persons in Debre Brhan IDPs camp. The research was done through the qualitative approach and 22 individuals participated in it. From 22 participants seven were a professionals who provided mental health and psycho social support services and 15 are from IDPs in the camp. This study used convenience sampling method to select participant. The data was analyzed using a thematic analysis method. Based on the finding the mental health and psycho-social support that is being provided in the Debre Brhan IDPs camp has challenges that need attention. Among these challenges, the imbalance between the number of professionals and displaced persons, security issues, lack of awareness, lack of integration of in-kind and psycho social support, lack of provision of facilities, absence of clear decision on the future status of IDPs, and challenges to update the expert are mentioned. Based on this this study recommends to create awareness about the service, to integrate the service with kind-support, and to update the professionals periodically through training. Keywords: challenges of IDPs, and mental health and psycho social support services,
A Psycho Social Impact of Pretrial Publicity on Court Decision Making in the Case of Bole Sub City.
(Addis Ababa University, 2025-05) Hanna Yibrah; Dawit Mekonnen
This study examines the influence of pretrial publicity (PTP) on legal decision making among lawyers such as judges, prosecutors, criminal investigators as well as senior law students in Ethiopia. I interviewed 200 people with a formal questionnaire to learn about how what we heard from media news— fact-neutral, fact-negative, and sensational reports—impact on Lawyers judgments of crime and criminal justice, the emotions they feel, what they remember, and how confident they are. Studies showed people are more likely to make a decision on a guilty verdict and then feel more confident when compared to when they’ve heard either no news, or positive news. Fear was found to be the most powerful emotion for driving sense of guilt beyond reasonable doubt and shock made people surer of their decisions. It's absolutely mind-boggling how even people with legal training can be manipulated by the emotion kremlin in the media. These findings indicate that, with enhanced judiciary educations, ethically responsible media policy and media literacy for Ethiopia, a fair trial will be had. Tags: Pretrial publicity, legal professionals, emotional bias, media framing, legal judgment. Keywords: Pretrial publicity, legal professionals, emotional bias, media framing, legal judgment
A Research on Practice of Teachers’ Performance
(Addis Ababa University, 2017-05-01) Adinew Ereballo; Cailianyu
The purpose of this study was to conduct a descriptive comparative analysis on the practice of teachers’ performance appraisal (TPA) between Addis Ababa University (AAU), Ethiopia, and Zhejiang Normal University (ZJNU), China. The use of comparative strategies would allow a description of these educational institutions in their particular settings of the practice of TPA to improve the teaching and learning process between the two universities. Analyzing and comparing the existing practices of teachers’ performance appraisal between the two universities was not a simple task, but it was complex in nature. This is because both universities were founded geographically at a long distance and they have their own working culture and value system. For this study, a qualitative research method was employed by using semi-structured in-depth interviews as primary data sources, and document analysis was also used as a secondary data source. The purposive sampling technique was employed in order to collect the data from the target population. Based on this technique, from each university 1 academic vice president, 1 chairperson of the teachers' union, and 12 teachers were used as a sample. To collect the data, based on research questions and review of related literature, semi-structured interview guided questions were administered, and a person-to-person interview was conducted by using a recorder as well as pen and paper to write field notes. Then, the collected data was critically analyzed by using comparative analysis and thematic analysis methods. The researcher has organized the recorded interview data; listened interviewed data repeatedly, transcribed the recorded interview, obtained the essence, coded the key words, created categories/themes, and finally summarized the findings of the study in order to prepare the research report. The findings of the study with respect to the similarities of both universities reveled that students were evaluating teachers performance regularly on the bases of course delivery, paradoxically the weight would be given for research output than actual teaching for academic rank promotion, the criteria were not flexible and scientific as well as it did not mediate junior and senior teachers. In other word, it seems to be “one suit for all” principle or all teachers (junior and senior teachers as well as teachers from different disciplines) were evaluating with the same criteria/standard/, so that the criteria were not appropriate to measure teachers’ performance effectively. Besides, both universities were using teachers’ iii Performance appraisal (TPA) for personnel decision-making purposes such as promotion and retention as well as rarely used for dismissal which mismatch with the primary purpose of the TPA. Both universities were using students’ evaluation twice in a year, in a semester-based manner to evaluate teachers’ performance regularly, there were lack of provision of periodic feedback, there was carelessness and unwillingness of the students while filling the evaluation format, and subjectivity of students while evaluating teachers by linking their grade point with teachers’ performance. On the other hand, both universities were also differed in many aspects of TPA implementation strategies. For instance, in AAU, students evaluate their teachers’ performance from 5o% both teaching and research effort of the teachers, whereas in ZJNU, students’ evaluation accounts 25% and also in AAU teachers’ performance appraisal /TPA/ lacks regularity/consistency, whereas in ZJNU, it was done regularly every year. Moreover, the AAU did not have an independent and responsible unit and used a manual-based routine approach to process the TPA, whereas ZJNU has independent units and it was used an online system or automation to process teachers’ performance appraisal. With regard to lesson learnt, AAU needs to learn from ZJNU about the provision of reward for those best performers teachers (in the form of cash or salary increment) and punishment for those low performers (in the form of absence of bonus money, reduction of salary) at the end of the teachers’ performance appraisal (TPA) process in every year. And also AAU needs to learn from ZJNU about the reduction of academic status from those who has got low level of performance appraisal on the basis of 3 or 4 years performance result. Ex: Level-2 professor becomes level-3 professor … etc. which was done in all levels of academic ranks. On the other hand, ZJNU needs to learn from AAU about the proportion of students’ evaluation, this accounts 5o% of the overall evaluation of the teachers’ performance appraisal which was greater than that of ZJNU students’ evaluation accounts 25%. This is because, students able to know more than any others about their teachers, if it is properly done; it is a good experience to enhance teachers’ performance. Finally, the researcher would like to recommend that the attention will be given for the provision of periodic feedback, amendment of the performance criteria as well as critical IV followup and control of students’ evaluation in order to reduce carelessness, hurry filling evaluation format and association of their grade point with teachers’ performance appraisal
A Research Thesis on Early Attachment Styles and Selected Demographic Factors as Determinants of Communication Styles of young adults Romantic Relationships in Arada Subcity, Addis Ababa
(Addis Ababa University, 2025-10) Lidiya Sileshi; Daniel Tefera
This study explored how early attachment experiences influence communication patterns in romantic relationships among young adults in Arada Subcity, Addis Ababa. Guided by attachment theory, which suggested that caregiver bonds shape later social and emotional development, the research examined the link between early attachment styles and communication behaviors in intimate partnerships. A cross-sectional design was applied with 424 participants selected through stratified random sampling. Attachment styles were measured using the Experiences in Close Relationships-Revised (ECR-R), while communication tendencies were assessed through the Communication Styles Questionnaire (CSQ). Analyses included descriptive statistics, chi-square tests, and multinomial logistic regression. Findings indicated that secure attachment was most prevalent, followed by anxious-preoccupied, dismissive-avoidant, and fearful-avoidant patterns. Assertive communication emerged as the dominant style, though passive, aggressive, and passive-aggressive tendencies were also observed. Results demonstrated a significant association between attachment and communication styles, with regression analysis confirming that attachment style remained a significant predictor even when sex and age were controlled. Securely attached individuals were more likely to communicate assertively, while insecure attachment styles were linked with maladaptive patterns. These outcomes reinforce the central premise of attachment theory and underscore the enduring impact of early relational experiences on adult intimacy. The study suggested practical applications for relationship counseling, youth-focused education, and psychological interventions aimed at enhancing communication and relational outcomes among young adults. By illuminating the pathways between attachment and communication, the findings contribute to a deeper understanding of how early bonds shape relational dynamics in emerging adulthood. Keywords: Attachment styles, communication styles, young adults, romantic relationships, assertiveness, Addis Ababa, Ethiopia
A Study of Students' and Socetal Needs regarding an Approach to the First Cycle Primary School Curriculum Integration in Tigrai
(Addis Ababa University, 1997-06) Abraha Asfaw
A review of literature in curriculum integration reveals that it is possible to use themes (basic concepts), student activities or social problems as unifying elements, which depends on the leading philosophy of the curriculum development. And education is more responsive to its intent when it reflects local and regional needs. Accordingly, the main purpose of this study was to identify the approach of curriculum integration in the first cycle primary schools ofTigrai according to the needs of the students and the society. That is, 193 subjects (students, parents, teachers and representatives of the regional bureaus of education, agriculture, health, and teachers' and women's association) were used to investigate the relevant approach of integration for the level and region underdiscussion. The data gathering instmments were opinionnaire and interview. And the data procured was interpreted using percentages and the chi-square. Results of the study, then, indicated that the social problem curriculum was preferred to the activity and thematic ones. Furthermore, it was found out that the need of such a curriculum was not a function of (a) cognitive development of students, (b) sex, educational level and domicile differences of students and parents and (c) sex difference of educational professionals. But educational level difference of the educational professionals seemed to affect the result: majority of teachers (12+ T. T.J. and diploma) and educational officials (B.A.lB.Sc. and MA.IM.Sc.) selected the social problem and activity approaches respectively.
A Study on Principal's Instructional Leader shlp effectfiveness and Influencing Factors in Senior Secondary Schools of Amhara Region
(Addis Ababa University, 1998-05-01) Temesgen Melaku; Yalew Ingidayehu
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 deflning 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 (effective) 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 Jarger 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 expectatior.s 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 district/zone 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 improvethe organizational and district/zone factors debilitating instructional leadership role of the leader.
A Study on Principals' Instructional Leadership Effectiveness and Influencing Factors in Governmment Second Cycle Primary Schools of Adami Tulu Jido Kombolcha Woreda
(Addis Ababa University, 2018-06-01) Geremew Terfa; Yekunoamlak Alemu
The purpose of this study was to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in public primary second cycle of ATJK Woreda. Two research questions were used and a simple random sampling technique was employed to select sample schools. Further, 92 teachers (65 males and 27 females) were selected using systematic sampling technique. Questionnaires, FGD and interview instruments were applied for this study. A questionnaire that consists of 44 items was employed to collect data which was analyzed using mean ratings and ranking. Findings indicated that the extent of provision of instructional support to teachers by the head teachers was low.FGD made with teachers and supervisors also indicated that, the sampled school principals conducted class room observations rarely and also did not provide constructive feedback as of lack skills on how to conduct supervision. It was also found out that personal and organizational characteristics were affecting the success of principals in their instructional leadership practices. In conclusion, the head teachers did not sufficiently provide instructional leadership and support to teachers. Among the recommendation was that the Ministry of Education should provide special financial support to the primary schools in ATJK Woreda to ensure equitable quality educational at all areas
A Study on the Implication of School Leadership and Change of Ownership on Institutional and Students’ Performance At Flipper International School
(Addis Ababa University, 2025-05) Genet Alemayehu; Dejene Niguse
This qualitative case study investigated weather leadership changes and ownership transitions on the academic performance and school experience of lower secondary school students at Flipper International School. Over a three-year period (2022/23–2024/25), the school experienced multiple shifts in leadership and ownership, prompting concern about institutional continuity and student outcomes. Data were collected from 17 staff members and 31 students through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis revealed eight major themes: leadership instability, operational disruption, declining teacher morale, weakened school culture, academic impact, communication deficits, stakeholder recommendations, and overall institutional effects. Findings indicated that frequent leadership transitions led to organizational uncertainty, reduced instructional consistency, diminished staff motivation, and student disengagement. Teachers reported experiencing change fatigue and lack of direction, while students expressed confusion and loss of trust in school leadership. Although some transformational leaders had a temporarily positive effect, the overall pattern pointed to negative consequences for the school community. Stakeholders consistently called for greater transparency, strategic planning, and participatory leadership models to mitigate the adverse effects of change. The study underscores the critical importance of leadership stability in sustaining school performance, enhancing morale, and safeguarding student learning, particularly during periods of institutional transition. It offers practical and policy-oriented recommendations aimed at fostering long-term leadership development and collaborative governance in education.
A Study on the Relationship between Self-Efficacy and Locus of Control in Career Decision Making: The Case in Nifas Silk Poly Technic College
(Addis Ababa University, 2025) Alemayehu Gabisa; Tigist W.
This study examined the relationship between general self-efficacy (GSE) and locus of control (LOC) and career decision-making (CDM) among students at Nifas Silk Polytechnic College in Addis Ababa, Ethiopia. Guided by Bandura’s social-cognitive theory and Social Cognitive Career Theory (SCCT), the study sought to determine the extent to which these psychological factors predict students’ ability to make effective career choices. A descriptive–correlational research design was employed, and data were collected from 310 randomly selected TVET students using validated scales for GSE, LOC, and CDM. Descriptive statistics revealed that 63.2% of students had moderate CDM, while 61.6% reported low GSE. Correlation analysis using Spearman’s rho indicated a significant positive relationship between GSE and CDM (r = .477, p < .001) and a weaker but significant positive relationship between LOC and CDM (r = .167, p = .003). Multiple regression analysis showed that the model including GSE and LOC was significant (F(2,307) = 94.43, p < .001), explaining 38.1% of the variance in CDM. GSE emerged as the strongest predictor of CDM (β = .610, p < .001), whereas LOC was not a significant predictor (β = .064, p = .155). The findings highlight the central role of self-efficacy in shaping students’ career decision-making skills and suggest that interventions aimed at enhancing students’ self-efficacy may improve their career planning and outcomes. The study recommends integrating self-efficacy–building strategies and career guidance services into TVET programs to better prepare students for future employment. Keywords: Career Decision-Making; General Self-Efficacy; Locus of Control; Career Guidance
A Survey Study on Availability and Utilization of Satellite Television Education in Oromia and Addis Ababa Secondary Schools
(Addis Ababa University, 2011-06-01) Girma Hurrisa; Taddele Hagos
This study was set out to examine the availability and utilization of satellite TV education in Oromia and Addis Ababa secondary schools. employing a descriptive survey method .. Data were gathered from MOE-CEICT, OROMIA Regional Slate and ADDIS ABABA City government education bureaus, five secondary schools. through questionnaire, structured interviews ,and pertinent reference documents from secondary data sources. The study presented details of Satellite TV in education on the basis of data and hence in gathering pertinent to ICTs'/TV implementation [including the benefits. challenges and opportunities] for effective and efficient utilization of ICTs resources to enhance ICTs supported quality education .Concerning the benefits of ICTs: Assisted subjects require laboratory experiments in the absence of equipment. and chemicals in the schools: ICT provided an opportunity to communicate with other educational institutions and professionals, leading to experience sharing and problem solving, The plasma TV exists in all secondary schools, to broadcast uniformly all over the country, has provided equal opportunity for students of the country, where there is no equal availability of text books, materials and other related resources required for imparting knowledge and skills. ICT. as a whole have provided a range of opportunities in obtaining latest publications that not available in the school. Besides benefits, there were challenges such as: the shortage and lack of ICTs hardware and/or infrastructure and spare parts, lack of awareness and trainings of the users and implementers, high turn over of trained ICTs human resources ,lack of adequate ICTs knowledge and skills to handle maintenance of equipment and training computer failures, shortage and frequent interruption of electric power, weak education ICTs management found to be some of the major challenges that negatively affected the effective utilization of ICTs resources, particularly plasma TV instruction in the schools. The findings concluded major benefits, challenges. and opportunities. Based on findings outcomes of the research/, installing and constructing hardware & infrastructure needs to be in place with the supporting elements such as: sustainable electric power, maintenance and technical service, trainings for teachers in utilizing ICTs for education should be exhaustively organized and integrated with courses given in the teachers colleges/or universities, organizing responsible and professional bodies at all levels for fast access, that are capable to solve problems, as well as employing regular monitoring and evaluating the progress achieved, problem encountered and impacts resulted from the implementation of ICTs for education, were among the forwarded recommendations.
A Survey Study on Availability and Utilization of Satellite Television Education in Oromia and Addis Ababa Secondary Schools
(Addis Ababa University, 2011-06-01) Girma Hurrisa; Taddele Hagos
This study was set out to examine the availability and utilizati on of satellite TV education in Oromia and Addis Ababa secondary school s, employing a descriptive survey method .. Data were gathered from MOE-CEICT, OROMIA Regional state and ADDIS ABABA City government education bureaus, five secondary schools, through questionnaire, structured interviews ,and pertinent reference documents from secondary data sources. The study presented details of Satellite TV in education on the basis of data and hence in gathering pertinent to ICTs'/TV implementation [including the benefits, challenges and opportunities] for effective and efficient utilization of ICTs resources to enhance lCTs supported quality education .Concerning the benefits of ICTs: Assisted subjects require laboratory experiments in the absence of equipment. and chemicals in the schools; ICT provided an opportunity to communicate with other educational institutions and professionals, leading to experience sharing and problem solving, The plasma TV exists in all secondary schools, to broadcast uniformly all over the country, has prov id ed equal 0PP0rlunity for students of the country, where there is no equal availability of text books, materials and other related resources required for imparting knowledge and skill s. ICT, as a whole have provided a range of oPP0l1unities in obtaining latest publications that not available in the school. Besides benefits, there were challenges such as: the shortage and lack of ICTs hardware and/or infrastructure and spare parts, lack of awareness and trainings of the users and implementers, high turn over or trained ICTs human resources ,lack of adequate ICTs knowledge and skills to handle maintenance of equipment and training computer failures, shortage and frequent interruption of electric power, weak education ICTs management found to be some of the major challenges that negatively affected the effective utilization of ICTs resources, particularly plasma TV instruction in the schools. The findings concluded major benefits, challenges, and opportunities. Based on findings/outcomes or the research/, installing and constructing hardware & infrastructure needs to be in place with the supporting elements• such as: sustainable electric power, maintenance and technical service, trainings for teachers in utilizing ICTs for education should be exhaustively organized and integrated with courses given in the teachers colleges/or universities, organizing responsible and professional bodies at all levels for fast access, that are capable to solve problems, as well as employing regular monitoring and evaluating the progress achieved, problem encountered and impacts resulted from the implementation of ICTs for education, were among the forwarded recommendations.
Abortion Related Stress and Psychological Well-Being of Health Care Professionals In Ethiopia Partner Clinics, Addis Ababa.
(Addis Ababa University , 2021-09) Melesse Samuel; Teka Zewdie
Abortion related services are highly stigmatized in Ethiopia. stigma, stress and psychological well-being for abortion providers are not much studied in Ethiopia. The objective of this study was intended to describe self-stigma, level of perceived stress and relation of stress and psychological well-being among health care professional who provided abortion service in DKT Ethiopia partner clinics in Addis Ababa. The method of the research design used in the study is descriptive study designs with a quantitative method of data analysis. Data were collected through self administered questionnaire survey. Frequency percentages were used to analyze the collected data. In addition, analysis of variance (ANOVA), correlation and a chi-square test were used to analyze ordinal and categorical variables. Study data conducted with 102 professionals from DKT partner clinics in Addis Ababa. The result of the study revealed that sixty two percent of health care professionals are having self-stigma. Twenty three percent of study participants are having stressful life event and a majority of the study participants experienced a positive mental health. In addition, a significant correlation was found between self-stigma, stress and psychological wellbeing. Further, the study revealed that health care professionals who intention to leave the profession and professionals who doesn’t have intention have a statistically significant different on their perceived stress and psychological well-being. Conclusion: self-stigma, stress and poor psychological well-being are presented among health care professionals who provide abortion service in DKT Ethiopia partner clinics. In addition, it can be concluded that the perceived stress in this participant is associated with stigma, intention to leave the profession and psychological well-being
Academic Achievement of Bilinguals and Monolinguals in Sekota
(Addis Ababa University, 2007-07) Belay Moges; Tamirie Andualem
The major o~iective of the study was to compare the academic achievement of bilingual and monolingual groups. In the study many works have been collected regarding the effects of bilingualism on students ' academic achievement and cognitive development that had been taken place in western immigrant students. This sludy was held in Ethiopia in one ethnic group students of Agaws found in Sekota. Accordingly, samples of 58 bilinguals (41 female and 17 male) and 113 monolinguals (62 female and 51 male) were taken Fom lieutenant General Hailu Kebede junior elementary school that was selected purposejiilly. A screening test was administered for the inclusion of students in the biliilgual and monolingual groups. Altitudes of pupils and teachers were assessed using questionnaires. In addition, the language students ' use with either Fiends or families was assessed. The result obtained in this study is consistent with previous research works and bilinguals were found to be better than their monolingual counter parts afier a t-test comparison was made. The ANOVA result also r'!vealed that a bilingual group with high competency in the two languages scored significantly a higher mean as compared with the rest bilingual groups. J,;loreover, in the sample subjects bilinguals achieve better than monolingual groups on the dependent variable academic achievement. The allitude of students was found to be positive but teachers had a negative attitude towards Himlagna language used as medium of instruction. Depending on the result, responsible bodies should encourage Himtagna mother tongue children to follow education in their first language. In addition, attaining a second language without any cost ofthejirst language has higher significance for the dents' cognitive and academic growth
Academic Experience of Students with Reading Difficulties and the Perception of Their Teachers about Performance at Lideta Selam Primary School
(Addis Ababa University , 2021-08) Beza Hailu; Yirgashewa Bekel
This study aimed to investigate the experience of the students with reading difficulties and to understand the perception of the teachers about the students’ performance and achievement during teaching learning process. The study focused on experience of students in learning process, whether the students get proper support or not, understanding of the teachers about reading difficulties and finally giving awareness to the teachers who are teaching language at Lideta Selam Primary School. This study employed qualitative research approach and tried to answer the research question. In addition data was collected using semi structured interviews, document observation and document analyses. And also purposive thematic analysis was used to organize and interpret the data. Research result has shown that students are experiencing neglecting in the class, left behind; do not get proper support, do not measure according to their limitations. And there is a big problem in assigning teachers in the school because instead of assigning a language-trained teacher, they have assigned any certified teacher in the foundation of class. For these reasons, the students did not get effective teaching methodologies and proper support to student with reading difficulties to achieve in reading.
Academic performance of Female students in Addis Ababa: The case of kirkos sub city primary schools
(Addis Ababa University, 2014) Zebenay Lulseged; Girma Lemma
The primary purpose of this study was to assess the academic performance of female students at Kirkos Sub-city primary schools and investigate factors affecting academic achievement of female students. Besides it tried to examine the relationship of academic performance with the major three independent factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors. For data gathering, both quantitative and qualitative research methods were employed. The techniques used were questionnaires, focus group discussions, and interviews. A pilot study was conducted to assess the clarity of the items, the reliability and the feasibility of the instrument by using 30 students from primary school, who were from similar standard. The questionnaire was administered for 160 grade eight students at Kirkos Sub-City. The qualitative instrument constituted of document analysis, student records, and interview. SPSS 20.0 and Statistical techniques such as Percentage, frequency, Spearman's rho and t-test analysis were used for data analysis. The core results were that female students’ academic performance particularly at primary level (first Cycle) was better than that of male students. On the other hand, the same students, i.e., male students’ academic performance particularly at the second Cycle was better than that of female students. The research has identified that factors, such as, school environment (facilities, teacher competency, and principal leadership); socio-economic status of parents, parental education and sex related factors affected the academic performance of female students. The problems female students encountered were school environment, gender related factors, parental education, and socio-economic factors. In conclusion, the majority of problems female students encounter and 9 those factors that affect female students’ academic performance are school based factors and home based factors. Based on the findings, recommendations were suggested. In this respect school administration is responsible to facilitate school environment and fulfill learning materials that impede female students from achieving better results. The school administration is also expected to encourage parental involvement and work diligently to increase parental interaction at school, attempt to provide legal protection for sexual harassment that prevails in schools, encourage providing progressive gender focused tutorial programmes,

Browse

Browsing College of Education and Language Studies by Title

Results Per Page

Sort Options