Educational Leadership and Management

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An Assessment of the Implementation of Integrated Functional Adult Literacy Programs in Addis Ababa the Case of Gulelle Sub City
(Addis Ababa University, 2015-06-01) Addisu Teketel; Zenebe Baraki
The main purpose of this study was to investigate and analyzed the current practices of the implementation of integrated functional adult literacy program in Addis Ababa the case of Gulelle sub city. Hence to find out the current states of IFALP implementation, descriptive survey method was employed. The subjects in this study were 142 adult learners, 20 coordinators being a total of 167 respondents. Simple random sampling technique was employed to select respondents of the study. Frequency count, percentage and mean were used to analyze the collected data. The study used more of quantitative method so that questionnaire,interview and observation were the main instruments of data collection. result of the study discovered that adult students' profile especially the age limits were in line with the idea in the National Adult Education strategy of the country. And the level of implementation of integrated functional adult literacy program in the sub city found in average level. For this level of achievement the study found different problems. Weak participation of stakeholders, lack of effective leadership skill, adult learners' persona problems like altitude, economic and social problems of adult learners ,inappropriate salay allotments of the facilitators, improper budget allotment for the program were some of the problems. Finally based on the findings possible conclusion and recommendation were given below. Successful program implementation practice is the product of hard work and inspiration of stakeholders at different levels. Thus all stakeholders have to make energetic effort for the successjiil implementation of the program as the desired level. Sufficient budgets with their clear policy and implementers should be allotted or the flourishing implementation of IFALP particularly in the sub city,in general in the country. Finally training has to be given for education officials on how to use efficiently both human and material resource in the implementation of IFAL.
The Role of School Leadership in Implementing Satellite TV Instruction: With Special Reference to Government Secondary Schools of Addis Ababa
(Addis Ababa University, 2012-06-01) Aschalew Kelecha; Grbregiziabher Debeb
The purpose of this study was to assess the role of school leadership in implementing satellite Television instruction (STVI). It also aimed to investigate the major advantages and impact of STVI on the teaching learning process. The study further examined the major administrative and technical problems that were encountered by school principals in utilizing STVI in government secondary schools of Addis Ababa. To achieve the above objectives, data were collected from seventeen sample government secondary schools of Addis Ababa, where plasma TV lessons were carried out. Sample was taken from school principals, department heads, and teachers respectively. In this study, both quantitative and qualitative methods were used. Data were gathered through questionnaire and interview. In addition to this, plasma lesson classes were observed and relevant documents were analyzed. The data gathered through questionnaires were quantitatively analyzed using frequency count and percentage and interpreted. Whereas the data gathered through interview were qualitatively analyzed and triangulated with the quantitative data. Besides, information obtained through observation was also used to complement the quantitative and qualitative data. Accordingly, the data analysis revealed the following major findings; only few of school principals were found Educational Planning and Management graduates. Besides, most of them were found under standard in their education level as the standard requires Master's degree for secondary schools. Moreover, the study disclosed that most of the principals did not take any training on ICT. As a result, most of the principals lacked to model ICT use in their school, and also they failed to provide professional development opportunities for teachers regarding ICT. In addition, they failed to manage in creating awareness in teachers and students. Moreover, the supporting and monitoring mechanisms on plasma lesson also rated poor by most of the respondents of the study
The Problem of Teachers' Performance Appraisal in Addis Ababa Government Preparatory Schools of Kolfekeranio Sub-City
(Addis Ababa University, 2016-06-01) Abdi kawo; Yekunoamlak Alemu
The purpose of this paper isto assess the problems of teachers' performance appraisal at KolfeKarenio Sub City. The researcher was interested in finding the problems of teachers ' appraisal because the researcher is a principal and saw the teachers unhappy because of the appraisal. Descriptive survey design was used to conduct the study. All the 216 teachers working in the three preparatory schools were included in the study using stratified sampling for principals and teachers. Moreover 12 principals as well as 3 supervisors were also involved in the study. Accordingly, 216 questionnaires were distributed for 216 teachers and interview was held with 12 principals and 3 supervisors. The quantitative data gathered through questionnaire was analyzed and interpreted using appropriate analysis and presentation techniquessuch as percentage, frequency distribution table.In addition to this, the data gathered through interview were analyzed qualitatively. The findings of data analysis indicated that school leadership,especially non participatory decision making attitude of principals and partiality during appraisal period was the problem observed from principals side.On the other hand, the conclusion of the study indicated that, in KolfeKeranio Sub-City, teaching staff performance appraisal is negatively influenced by the attitude extreme involvement of principals and current practice of appraisal process as well as perception of teachers. Based on the findings and conclusions of the study, the following recommendations are forwarded for concerned bodies;Appraisal process should include all concerned bodies including representative of parents and Teachers as well as students. Training should be provided for raters to increase their awareness
The Practices and Problems of Human Resource Training and Development of Principals in Secondary Schools in West Hararghe Zone
(Addis Ababa University, 2012-06-01) Abdi Yassin; Yekunoamlak Alemu
The purpose of this study was to assess the practices and problems that have been conducted for secondary schools' principals for the last three years since 2001E.C in West Haraghe zone. Descriptive research design was employed for the study and the questionnaire, semi-structure interviews and document analysis were the major data collecting instruments. Based on these instruments, the data were collected from 126 secondary schools' principals, vice principals and department heads in fourteen (14) secondary schools located in eight (8) woredas. The data collected from these groups was analyzed based on statistical tools of T-test, chi-square and descriptive statistics of percentage and frequency account. The findings of the study indicated that, training and development of secondary schools ' principals was conducted without properly designed training plan, practices of needs assessments and training evaluation. There were challenges that hinderd the successfulness of the programs. From these major findings, it was concluded that, training and development of secondary schools' principals was conducted without proper design and 'applications of systematic training processes. Based on this, it was recommended that, woreda education offices and other concerned bodies are expected to design proper and functional training and development plan, conduct training provisions based on identified training needs assessment, provide faire and transparent selection criteria of trainees, conduct training evaluations and give attentions to solve the challenges that hindered the successfulnes of training programs
Princip Als' Leadership Effectiveness in the Government Secondary Schools of Nefas Selk-Lafto Sub-City, Addis Ababa City Adminstration
(Addis Ababa University, 2013-06-01) Abdulber Mohammed; Ayalew Shibeshi
The purpose of this study was to assess principals' leadership effectiveness in the government secondary schools at Nefas selk-lafto sub-city in Addis Ababa. Under this title, planning and communication aspects, styles, skills, and elements of leadership were given emphasis. A descriptive survey research method was favored best and employed in the study. One sample sub-city was selected for this study namely: Nefas selk lafto sub-city. Under this sub-city seven government secondary schools were selected out of eight for this study. 190 teachers and department heads, five supervisors, 21 principals, one SEO head and three experts were primary sources of data. Questionnaires and interview were used for the purpose of collecting relevant data. Data obtained through questionnaires were analyzed using statistical tools like frequency and mean. The findings of this study revealed that principals were found to be least effective in accomplishing major leadership task and most elements of effective leadership. In the study, it was also noted that principals heavily relied on autocratic leadership style. Based on the findings, it was concluded that: 1/ principals were seriously lacking trainings on school leadership, 2/ the SEO and education bureau did not assess the practical implementation of various guidelines meant to govern the activities of principals, 3/ principals did not give credits to the resources of their staff members and local community and did not allow them to actively take part in school leadership and contribute their resources. Based on the findings it was concluded that principals were least effective in many tasks and elements of leadership, guidelines had short comings during implementations, and principals excluded large majority of teachers and community members from taking an active part in school leadership processes. It was recommended that: 1/ the SEO and education bureau have to assess the needs of schools in this level for trained principals in the field of EdPM, prepare a plan of action and work on it in collaboration with educational institutions in order to produce enough graduates who would take the post of school leadership, 2/ the SEO and education bureau should carry out field assessments on implementation of guidelines and should make necessary amendments, 3/ principals should give credits to resources of staffs and community members, develop, and make use of these resources during school leadership
Teachers' Perceptions on Principals' Leadershipstyles and Their Impact on Job Satisfaction and Instructional Practices in Private Primary and Secondary Schools in Gulele Sub City, Addis Ababa
(Addis Ababa University, 2025-06) Dereje Hailemariam; Zenebe Baraki
The primary Purpose of this research was to investigate teachers' perceptions of principals' leadership styles in private schools located in Gulele Sub City, Addis Ababa, Ethiopia, and examined how these styles impact teacher motivation, job satisfaction, instructional practices, and student outcomes. A mixed-methods approach was employed, incorporating both quantitative and qualitative data. A survey questionnaire was administered to 200 teachers across three private schools, with data analyzed using SPSS Version 25 to assess means and standard deviations for various leadership styles. Additionally, semi-structured interviews were conducted with 24 teachers, allowing for thematic analysis to identify recurring themes regarding principals' leadership practices. The study revealed that principals predominantly exhibited transformational and instructional leadership styles, which were associated with strong teacher support and engagement. Quantitative analysis indicated a consensus among teachers on the positive influence of transformational leadership on job satisfaction and instructional practices, while transactional leadership styles received lower mean scores, indicating a perceived lack of motivation and engagement. The qualitative findings highlighted key themes such as the importance of communication, empathy in leadership, and participatory decision-making. The conclusion drawn was that transformational leadership enhances teacher motivation and job satisfaction while positively impacting instructional practices, ultimately leading to improved student outcomes. Schools led by principals who adopt supportive and collaborative leadership styles demonstrated better academic performance among students. It was recommended that in order to foster a positive educational environment, it is essential for principals to adopt flexible leadership strategies that align with teachers' needs. This research aims to inform policy and practice within private schools in Ethiopia, promoting the development of leadership frameworks that prioritize teacher engagement and student success. Keywords: Educational Outcomes, Job Satisfaction, Leadership Styles, Teachers' Perceptions
The Practice of School Community in Developing an Inclusive Education Environment in Primary School of Arada Sub City
(Addis Ababa University, 2025-10) Tsige Amare; Befekadu Zeleke
The objective of this study was to assess the role of the school community in developing an inclusive education culture in government primary schools of Arada Sub-City in Addis Ababa city administration. In order to meet the objective of the study, majorly a qualitative data added to quantitative data to fill the gap that may occur due to qualitative case study were applied ascertain the prominence role of stakeholders of each school in developing an Inclusive Education culture. A purposive sampling technique was used by the researcher for the sake convenience. Data was collected from 130 teachers, 5 principals, 25 students with disabilities 10 PTA members. Different data collection tools such as interview with school principals and PTA members, focus Group Discussion with students with disabilities, observation checklist, and questionnaire for teachers were employed. In addition to these primary sources of data, secondary sources like the prevalence of disability, types of disabilities across schools were employed. A descriptive research design was applied and the collected data were analyzed in the form of frequency distribution, percentage , mean score and standard deviation The major finding of the study are a better attitude towards an inclusive education by the teaching staff, a major gap in developing an inclusive education culture, less proportion of teachers have a knowledge and skill to teach students with special need, less attention by principals to incorporate inclusive education concern in strategic and annual plan, weak relationship between PTA members and the school community to practice an inclusive education, lack of facilities for students with special need. It is suggest that while teachers recognize the importance of inclusive education, there are concerns regarding its practical implementation, availability of resources, and adequacy of training. Key Words: Inclusive Education, Inclusive Practice, Disability
Factors Affecting the Adoption of Property Management Systems in Star-Rated Hotels in Addis Ababa
(Addis Ababa University, 2024-07) Wondrad Debebe; Ephrem Assefa
This thesis research aims to investigate the factors influencing the adoption of Property Management Systems (PMS) in star-rated hotels in Addis Ababa. The study examined how features of the hotel (HF), managers’ attitudes (MA), perceived usefulness (PU), and perceived ease of use (EU) affected PMS adoption. The study employed a quantitative research approach to gather data from a sample of 105 star-rated hotels in Addis Ababa. A structured questionnaire has been used to collect data on study variables. Descriptive statistics was used to describe the perception of respondents towards PMS adoption and the factors affecting it. Moreover, logistic regression analysis was used to determine the significance of each independent variable on the dependent variable. The result indicated that these factors accounted for 74.4% of the decision in PMS adoption. Managers attitudes, hotel features, perceived usefulness, and ease of use were all found to have positively affected PMS adoption; in the order of their relative significance. The findings of this research would contribute to the existing body of knowledge on the adoption of property management system (PMS) in the hospitality industry, particularly in the context of star-rated hotels in Addis Ababa. The results provide valuable insights for hotel managers, policymakers, and software developers on the key factors that influence the successful implementation of PMS in hotels. Keywords: Property management system, hotel features, managers’ attitude, perceived usefulness, ease of use.
The Practice and Challenges of Situational Leadership: The Case of Some Selected Private Secondary Schools of Nifas Silk Lafto Sub-City
(Addis Ababa University, 2025-05) Muhidin Muzeyin; Kenenissa Dabi
This study was conducted in private secondary schools in Addis Ababa with the title ‘The practice and challenges of situational leadership; the case of some selected schools in private secondary schools in Nifas Silk Lafto sub-city.’ The study was conducted based on Hersey and Blanchard life cycle of situational leadership, which is known to be flexible and adapted to situations. There was limited research on the topic which is believed to be very effective if implemented properly. This research aimed to identify the practicability of situational leadership within the selected private schools and identify the challenges the schools face in implementing the situational leadership style. The study was conducted in 8 private high schools selected randomly from the population of 25 schools. From those eight schools, 12 teachers were selected from each schools with simple random sampling with 96 total population of teachers. 19 school leaders were selected which comprises all the school principals, all the deputy principals and three compound supervisors. The research used descriptive survey design. The data were collected through questionnaire to teachers and interview to the school leaders. The data were analyzed using mean, standard deviation and percentile. Based on the analysis of the questionnaire data and cross checking them with the interview, it was found that almost all private secondary schools are not implementing the high level situational leadership practices, that is, the schools are implementing the two low level of situational leadership namely, telling style with 78.28% agreement and coaching style with 57.7% agreement.. The schools are not applying participatory with 69.4% agreement and delegating types with 74.75% agreement of situational leaderships. The major challenges in implementing situational leadership in private secondary school were found to be lack of trainings for school leaders, resistance to changes, resource limitations, rigid cultural norms, teachers’ turnover and administrative overload. As a result the following recommendations were forwarded. School owners and school leaders should let the necessary training on implementation of situational leadership, fostering culture of decision making by involving staffs in some strategic decision making, allocating the necessary budget to fulfill resources, developing system to retain teachers, reducing school leaders’ overload and empowering competent staffs. Keywords: Situational leadership, private secondary schools, leadership challenges, Ethiopia, educational management.
Factors Affecting Female Teachers Participation in School Leadership in Government Secondary School in Arsi Zone of Oromia Regional State
(Addis Ababa University, 2021-09) Sultan Usman; BefekaduZeleke
The purpose of the study was to search out the factors that affect female Participation in secondary school leadership in Arsi Zone. To realize these purpose three basic questions related to major factors that effect on female teacher’s participation in school leadership were raised. The study employed a descriptive survey design that involves the use of both qualitative and quantitative methods in data gathering and analysis. Data was gathered from both primary and secondary sources. Primary sources were 115 female teachers, 14 school Leaders (principals vice principals and Supervisors) five Woreda education heads. Purposive sampling technique was employed to select female teachers from nine government secondary schools and Simple random sampling technique was employed to select school leaders at school levels and Woreda education heads at woreda levels. The findings of the study indicated that the involvement of female teachers in educational leadership seems to show an insignificant increment each year in the last three years. There are different factors that have narrowed female teachers from participated in secondary school leadership. These factors are related to institutional Personal and Cultural. As institutionalfactor,implementers have minimal knowledge of policies that could empower women in affirmative action, most of the educational leadership positions are occupied by males in schools so that females couldn‘t get opportunities to show their talent, there is no available special support for female teachers, educational institutions have no official effort to make females active participants and lack of women role models in educational institutions affects participation of other women aspiring for leader. As Personalfactor,Women’s responsibilities of family child bearing and taking care of home affect their participation in leadership,because of their low self-perception the confidentiality of female on their ability, qualification and experience is lowand because of school far from their homes, female are reluctant to accept educational leadership.AsCulturalfactor,Cultural attitude of our school society was not encourages women to assume on key educational leadership positions and most people still having attitude and perception that decision making power rests with men. In line with the above findings it was recommended that the Woreda, Zonal education offices and regional education bureau should properly implement the strategies and affirmative action and should to establish mechanisms to enhance the capacity of female school leaders by providing constant training, making clear policies of the school in line with strategies of the ministry of education.
Factors Affecting Teachers‘ Work Motivation: In the Case of Government Secondary Schools in Kirkos Sub City, Addis Ababa
(Addis Ababa University, 2025) Dubire Feyissa; Aman Worku
The main objective of this research was to investigate the factors affecting teachers' work motivation in government secondary schools in Kirkos Sub-City, Addis Ababa, using an explanatory research design that incorporated a mixed-methods approach. The study surveyed 213 teachers selected through simple random sampling, while purposive sampling was used to interview 22 key informants, including 16 principals, 4 supervisors, and 2 experts. Data collection involved both primary sources, such as surveys and interviews, and secondary sources from documents. Quantitative data were analyzed using descriptive and inferential statistics with SPSS version 26, while qualitative data were examined through phenomenological analysis. The findings revealed significant insights into the motivational factors influencing teachers, highlighting key areas for improvement in educational policy and school administration to enhance job satisfaction and performance. The findings reveal a deeply troubling landscape within the educational system, characterized by a severe lack of teacher motivation, with educators disengaged from both teaching objectives and meaningful student interaction. A pervasive sense of being undervalued and unsupported by administration exacerbates the problem, as insufficient resources and ineffective encouragement leave teachers struggling to perform effectively. Financial incentives fail to inspire motivation due to delayed salary payments and a resulting erosion of trust, while professional development opportunities remain ineffective, hindered by systemic barriers such as time constraints and irrelevant training content. The work environment offers little inspiration, lacking collaborative structures and meaningful support for professional growth. Peer relationships continue to deteriorate, with diminishing collegial support fostering isolation among educators. Poor communication with administration further marginalizes teachers, leaving them feeling unengaged and disillusioned. These compounding issues fuel burnout, stagnation, and a decline in educational quality, highlighting an urgent need for systemic reform to reverse the deterioration of teacher retention and student outcomes. To enhance the educational environment for teachers, the following recommendations are proposed: strengthen administrative support through mentorship and regular check-ins, improve communication channels for transparency and trust, provide adequate resources and tailored professional development, recognize educators’ achievements to foster appreciation, promote collaboration through peer-sharing and team teaching, and encourage innovation by supporting new teaching strategies with necessary resources. Additionally, conduct regular surveys to address teacher needs proactively, prioritize work-life balance with flexible scheduling, establish clear career advancement pathways, and build community partnerships for resource-sharing and mentorship. These steps aim to create a supportive, dynamic, and sustainable teaching environment. Keywords: Salary and Benefits, Administrative Support, Professional Development Opportunities, Work Environment, and Teachers work motivation
Leadership Preparation and Development of secondary school principals in Oromia National Regional State of Ethiopia: Policies, Practices and challenges
(Addis Ababa University, 2025-06) Haile Getaneh; Ayalew Shibeshi
This study sought to explore and contextualize the practices and challenges associated with the preparation and development of principals in government secondary schools within the Oromia NRS of Ethiopia. To this end, the study adopted a pragmatic paradigm in knowledge creation and employed a parallel mixed research deign where quantitative and qualitative data were collected simultaneously. A combination of cluster-sampling, simple random sampling, purposive sampling, and availability sampling techniques were employed to select sample zones, secondary schools, and target respondents. Data were gathered through semi-structured interviews and question- naires from key stakeholders, including representatives from the MoE and OEB, WEO, HoDs of principal preparation universities, and secondary school principals across West Harargea, Arsi, West Shoa, and Sheger City Administration in the Oromia NRS. Besides, relevant national and regional policy documents were analyzed as secondary data sources. Data were analyzed using descriptive statistics and thematic analysis methods. The study's major findings revealed that a significant majority (68.8%) of public secondary school principals in the Oromia NRS were assigned to principalship positions without any form of leadership preparation and, hence, found to be under-qualified to lead at this particular level. Exacerbating the problem, a considerable number of them had no appreciable experience in school principalship. The finding also unveiled that principal selection was based on unwritten, non-merit criteria (where acquaintance and political loyalty dominated over merit). The study further indicated that professional development practices for the incumbent principals were scarce, mostly consisting of self-initiated activities such as unstructured daily experiences and independent reading of guidelines. Education office-led initiatives were also sporadic and unsys- tematic, focusing mainly on experience sharing at the CRCs, intermittent school visits by supervi- sors, and occasional meetings at the Woreda level. The study concluded that the preparation and development of secondary school principals in the Oromia NRS were inconsistent and insufficient, largely driven by self-initiated efforts. The selec- tion and assignment of principals were heavily influenced by loyalty over merit. Despite the Fed- eral MoE's initiatives to establish policies aimed at professionalizing educational leadership, a significant gap remains between these policies and their practical implementations, implying that the intended initiatives have not been effectively carried out in practice. Finally, among the major recommendations provided are that Education authorities in Oromia NRS need to develop and implement transparent, merit-based criteria for the selection so as to bring eligible professional principals for secondary schools. The provision of continuous and appropriate university-based in-service professional training for all under-qualified incumbent and aspiring principals deserves serious consideration. Besides, it is imperative to enhance pro- fessional development opportunities for incumbent principals by creating systematic and sus- tained professional development programs that go beyond self-initiated activities. Collaborating with University EdPM departments to deploy peripatetic professors as mentors in clusters of nearby secondary schools will enhance leadership skills and knowledge. Educational planners should ensure that policies are not only developed but also actively enforced, monitored and evaluated to bridge the gap between policy intentions and actual practices. Hence, regular moni- toring and evaluation of principal selection, preparation and development practices need to be instituted by OEB to ensure adherence to national policies. Key words: leadership, leadership development, leadership preparation, principals’ selection, policy, secondary school principals.
Role of Emotional Intelligence in Leadership Effectiveness of School Principals in Government Primary School in Lideta Sub City
(Addis Ababa University , 2025-06) Webit Gossaye; Demoze Degefa
This study examined the role of emotional intelligence (EI) in leadership effectiveness of principals in government primary schools within Lideta Sub-City, Addis Ababa, Ethiopia. A mixed-methods research design was adopted, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the phenomenon. The study population included principals, assistant principals, and teachers, with a total of 150 individuals. To ensure representative participation, a stratified random sampling technique was employed. The target population was divided into three distinct strata based on professional roles—principals, assistant principals, and teachers—and samples were drawn proportionately from each group using Kothari’s formula. The final sample size consisted of 108 respondents (3 principals, 9 assistant principals, and 96 teachers). Data collection was conducted using two primary tools standardized questionnaires and semi-structured interviews. The Emotional Intelligence Questionnaire (EI-Q) and the Leadership Practices Inventory (LPI) were administered to assess four EI dimensions self-awareness, self-management, social awareness, and relationship management as well as leadership effectiveness. In addition, qualitative insights were collected through interviews with school leaders to capture their personal experiences and perceptions of emotional intelligence in leadership.The validity and reliability of the instruments were confirmed through pilot testing and Cronbach’s alpha, with values ranging from 0.649 to 0.915, indicating acceptable to high internal consistency. Quantitative data were analyzed using SPSS version 2025, employing descriptive statistics, correlation analysis, and linear regression to explore the relationship between EI and leadership effectiveness. Thematic analysis was used to interpret the qualitative data, allowing for the emergence of rich, context-based themes. Findings revealed that emotional intelligence significantly correlates with leadership effectiveness, particularly in the domains of relationship management and self-management. These results underscore the necessity for formal EI training programs and reflective practices in educational leadership development.
School Leadership in Creating Positive School Climate and Culture, the case of Public Primary Schools in Addis Ketema Sub City of Addis Ababa City Administration
(Addis Ababa University, 2025-06) Yegrem Shemsu; Jeilu Oumer
This study explores the role of school leadership in fostering a positive school climate and culture in public primary schools within Addis Ketema Sub-city of Addis Ababa City Administration. Drawing on both theoretical and empirical foundations, the research examines how leadership practices shape teacher engagement, student well-being, and the broader learning environment. Using a mixed-methods approach, data were gathered from five selected schools through questionnaires, interviews, and document reviews. Findings highlight that transformational and participative leadership styles are instrumental in creating inclusive and supportive environments, yet challenges such as limited resources, administrative overload, and weak community involvement persist. The study reveals a critical gap in leadership training and policy alignment. Future research should explore the long-term impact of leadership development programs and examine scalable models for community-school collaboration in low-resource urban contexts. It is recommended that policymakers prioritize ongoing professional development, increase school-level autonomy, and strengthen partnerships between schools and stakeholders to enhance leadership effectiveness and improve educational outcomes.
Implementation of Cambridge Curriculum Challenge and Opportunities at Hellenic Greek International School in Addis Ababa
(Addis Ababa University , 2025-06) Meseret Mesele; Demoze Degefa
The purpose of this study was to assess the implementation of the Cambridge Curriculum—its challenges and opportunities—at Hellenic Greek International School, Addis Ababa, and to determine possible solutions for the challenges faced. Data was collected using questionnaires and interviews, and both qualitative and quantitative data analysis methods were employed. The statistical data were processed using the Statistical Package for Social Sciences (SPSS Version) (2025), with tools such as frequency, percentage, mean, and standard deviation used for analysis. The findings revealed that the implementation of the Cambridge Curriculum at Hellenic Greek International School presents notable opportunities for academic growth globally and career readiness. However, challenges persist, including inclusivity issues, resource constraints, and gaps in professional development. While the teaching workforce is experienced and stable, strategies to attract younger professionals, promote gender diversity, and support advanced qualifications are crucial for sustainability. Leadership practices demonstrate moderate effectiveness but are hindered by gaps in clarity, monitoring, and feedback mechanisms. Classroom overcrowding, limited access to instructional resources, outdated facilities, and inadequate technology further hinder curriculum delivery and student engagement. To enhance implementation, it is recommended to promote professional development through tailored training programs, mentorship initiatives, and collaborative learning platforms. Improved resource allocation, including investments in technology, specialized facilities, and adaptable classroom environments, is critical. Addressing cultural and language barriers, fostering experiential learning opportunities, and incorporating student feedback into decision-making processes can create a more inclusive and engaging learning environment. Furthermore, leadership stability, enhanced teacher support, and innovative scheduling strategies are essential to ensuring the curriculum’s long-term impact on students' academic success and holistic development.
The Usage of ICT in Secondary Education, the Case of Yeka Public Secondary Schools of Addis Ababa City Administration
(Addis Ababa University , 2025-05) Awgichew Abebaw; Jeilu Oumer
The purpose of this study was to consider the use of ICT in secondary education, the case of Yeka public secondary schools of Addis Ababa city administration. Also, the study investigated the opportunity that teachers offer in use of ICT. A descriptive survey design has been used with a mixed methods approach. Four public secondary schools were deliberately chosen as per their situation to contact each corner of the sub-city. A proportionate sampling and simple random sampling techniques were used to identify 247 sample teachers for the questionnaire and a purposive sampling technique is used to select school principals, for interviews. The data obtained by the questionnaire were analyzed using percentage and frequency as statistical methods. Interviews and FGD were analyzed on the subject narrative form. The results have showed that it is not possible for teachers to use ICT in the education, secondary school of education did not equip for the teachers with necessary skills to effectively utilize ICT tools in the teaching learning process. Generally, the overall practice of using ICT in secondary schools and the improvements gained from schools were not to the expected level. The overall findings show that there is no adequate opportunity for teachers to use ICT for develops their skills and supporting their teaching learning process. According to the quantitative and qualitative data analysis, there are a series of challenges for teachers to use ICT. Thus, without effective use of ICT, the expected improvements in the quality of education and students’ academic achievement cannot be enhanced. Based on this, it was recommended that the City Administration Education Bureau should take appropriate measures, including the supply of adequate materials and professional support to the Sub-city as well as the schools. The provision should also include providing ICT laboratories with the necessary accessories to provide modern ICT education in schools, as well as providing administrative support for ICT teachers to fill gaps in their knowledge, roles, and skills required by the profession, so that they can better assist learners and improve the quality of their learning.
Principals’ Leadership Styles and Teachers’ Organizational Commitment: The Mediating Role of Teachers’ Job Satisfaction in Addis Ababa Government Secondary Schools
(Addis Ababa University, 2024-06) Tigist Metaferia; Zenebe Baraki ;
This study explored the relationship between principals‘ leadership styles and teachers‘ organizational commitment as mediated by teachers‘ job satisfaction. A convergent parallel mixed research method employing a correlational research design was used to achieve the objective of the study. A total of 385 teachers were selected from 931 using simple random sampling techniques and took part in filling out the study questionnaire, and 39 purposively chosen school principals from 54 took part in key informant interviews. The study adopted and used three standardized questionnaires: MLQ, TJSQ, and OCQ for the quantitative data collected from teacher respondents and self-developed semi-structured interview guides to collect qualitative data from principals. The findings of the study showed that secondary school principals are practicing transformational leadership by pushing their staff members to consider new thoughts, use a variety of technologies, and organize training to fill gaps in their knowledge. Transactional leadership is also applied in schools trough provision of incentives and rewards for teachers‘ accomplishments. But, laissez-faire leadership style is rarely employed. Transformational and transactional leadership styles were positively and significantly related to teachers‘ organizational commitment. Despite principals striving to take into account the needs of each teacher and function as role models in all of their activities, their practice of transformational and transactional leadership does not operate to its fullest potential in schools due to challenges related to teacher engagement in routine activities rather than creating new methods and ideas, multiple responsibilities of school principals, COVID-19-related activities, and a poor school environment. It was also found that the relationship between transformational leadership style and teachers' organizational commitment is partially and significantly mediated by teachers' job satisfaction. Enhancing the exercise of transformational and transactional leadership through improving the school environment and delegating principals‘ authority to the department heads, teachers,‘ and student representatives is suggested to escalate the teachers‘ organizational commitment. In addition, schools should establish a public relations department that can help information sharing including school goals and related activities between school management body, students, students‘ family, and other stakeholders. Besides, Ministry of Education should collaborate with Addis Ababa education bureau and Universities to develop transformational leadership training programs to school principals in order to help them increase teachers' organizational commitment. Further research should be conducted on the topic using larger sample sizes and demographic mediators like sex, age, and work experience. Key Words: Job Satisfaction, Leadership, Mediating variable, Organizational Commitment, Leadership Styles.
The Effect of Academic Leaders’ Leadership Styles on Job Satisfaction and Organizational Commitment of Academic Staff: The Mediation Effect of Job Satisfaction in Polytechnic Colleges of the Amhara Region, Ethiopia
(Addis Ababa University, 2025-01) Milion Bekele; Befekadu Zeleke
The purpose of the study is to examine the effect of leadership styles on the Job Satisfaction and organizational commitment of academic staff and the mediation effect of job satisfaction in Polytechnic Colleges of the Amhara Region, Ethiopia. The study employs a quantitative research method. It also employed a descriptive survey and correlational designs to answer the basic questions posed. Simple random sampling and census sampling techniques were used to select the sample respondents. The empirical data were collected from 411 respondents using questionnaires. The data were analyzed with SPSS and Amos software by using descriptive statistics and inferential statistics, such as regression and structural equation modeling. The descriptive statistic result of the study indicated that the most common leadership style was transactional. There were also some differences in perception among academic staff and academic leaders regarding both transactional and transformational leadership. The academic staff have been found to have an average level of organizational commitment, with an average more on normative commitment than the other two dimensions. Academic staff's mean job satisfaction score was below average, suggesting a low level of job satisfaction. Transactional and transformational leadership styles had a substantial, moderate, and positive link with academic staff job satisfaction, while laissez-faire leadership had a negative and statistically negligible correlation. Transformational and transactional leadership styles predict job satisfaction. Besides, statistically significant link was found between transactional and transformational leadership styles and academic staff organizational commitment, but there was no statistically significant association discovered with laissez-faire leadership. Additionally, both leadership types predict organizational commitment. A positive, moderate, and statistically significant link showed up between academic staff job satisfaction and organizational commitment. From the analysis of the structural equation modeling (SEM) that there was a partial mediation effect of academic staff job satisfaction on the link between academic leaders’ leadership style and academic staff organizational commitment. From this, it can be concluded that transformational and transactional leadership styles significantly contributed to the job satisfaction and organizational commitment of academic staff, thereby enhancing the effective and efficient achievement of PTCs' goals and objectives. As the motivated and committed academic staff would enhance the effectiveness of the polytechnic colleges' goals. This has implications for policymakers, who ought to design various programs that enhance the leadership qualities of academic leaders. It can be suggested that polytechnic academic leaders should include the academic staff in the decision-making processes of the college. Consequently, academic leaders ought to ensure that the academic staff are provided with a pleasant working environment and that they are provided with promotion programs with the zonal and regional labor and skill bureau and the Minister of Skill and Labor. In such a case, future studies will demand qualitative studies that focus on the reasons for high unexplained variances in regression model. Keywords: leadership styles, job satisfaction, organizational commitment, polytechnic colleges, academic staff, and academic leaders.
Status of emotional intelligence in the practice of school leaders in private primary schools in Bole Sub city.
(Addis Ababa University, 2022-11) Mekdes G/Michael; Kenenissa Dabi
This study was mainly conducted to examine the status of emotional intelligence of school principals in private primary school of Bole sub city in Addis Ababa. The participants of the study were 73 primary school principals (Male=29 & Female=44) selected for this research and they were made to fill emotional intelligence questionnaire having 36 items prepared to cover all the four categories of emotional intelligence. The objective of this study was to examine importance given to emotional intelligence by school principal in primary school level in addition to other related questions refers to emotional intelligence. Survey method was applied to conduct the research, and descriptive and inferential statistical methods were applied to analyze the collected data. The finding of the research show that the emotional intelligence level of the primary school principals under this study was inconsistent, almost 60.27% of the principals rated their emotional intelligence higher and the rest 39.73 % rated their level of emotional intelligence was average and below the average. In addition the finding of this study show that there is a significant difference between males and females mean score of emotional intelligence scale of the principals ,and also significance difference between males and females mean scores of the four categories’ of emotional intelligence was observed while self-awareness and self-management were subsequently highly rated categories of emotional intelligence. A correlation analysis also indicates that the emotional intelligence ratings of the principals were not significantly differ by age, years of experience and educational status even if positive relationship was observed between examined variables.
Factors Affecting Teachers Work Motivation in Government Primary Schools in Yeka Sub-City in Addis Ababa City Adminstaration
(2024-06) Yirga Tilahun; Zenebe Baraki
The purpose of this study was to assess factors affecting teachers work motivation in government primary schools in Yeka sub-city in Addis Ababa city administration. In order to meet the objectives of the study, the researcher used a mixed-method approach, especially concurrent mixed-method design, which addresses both quantitative and qualitative aspects of the study. There were 31 primary schools in Yeka sub-city; among those, 10 were selected randomly through lottery method for the study. The target population of the study was primary school teachers, principals, parent-teacher student associations, and sub-city education experts. Among the total population, 295 teachers were selected using simple random sampling method and 31 PTSA members were selected purposively, whereas 14 principals and 2 sub-city education experts were selected using convenience sampling method. The data was collected through self-administered questionnaires filled out by 277 teachers; a semi-structured interview was conducted with 10 school principals and 2 sub-city education experts; and a focus group discussion was conducted with 25 PTSAs. The statistical software for social science (SPSS) version 27 was used to analyze the data. The analysis involves both descriptive and inferential statistics. The study's findings demonstrated that teachers were intrinsically and extrinsically demotivated by certain factors such as poor payment, ineffective organizational leadership, low status of teaching as a profession, poor interpersonal relationships, ineffective supervision, lack of promotion and recognition, etc. Additionally, the result of the research showed that different factors motivate teachers to enter the teaching profession, like temporary employment, greater opportunity for employment in teaching, being more interested in a teaching job than others, etc. The key recommendations to improve teacher work motivation and productivity include respect for the profession, balancing workload with salary, providing necessary resources, enhancing student interest, creating motivational mechanisms, professional development opportunities, fair evaluation, reducing political interference, and ensuring equal treatment and support for teachers, etc. Key words: Motivation, Intrinsic factors, Extrinsic factors, Status, Job satisfaction, Primary school

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