Educational Leadership and Management

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    An Assessment of Causes of Primary School Principals' Turnover in Arada Sub-city of Addis Ababa City Administration
    (Addis Ababa University, 2012-06-01) Elias G-Yesus; Melaku Yimam
    The main purpose of this study was to assess the causes of principals' turnover in government and public primary schools of Arada sub-city administration of Addis Ababa. Descriptive research method was employed in this study. Document analysis was employed to examine the rate of principals' turnover within the past five years (1999 E. C. - 2003 E. C.). A total of 78 respondents (28 on-duty primary school principals, 30 primary school ex-principals, 5 primary school cluster supervisors, 5 Sub-city educational officials and 10 other Woreda educational experts) from Arada sub-city administration, Addis Ababa were selected based on purposive sampling technique. Data collection for this study relied on self-report questionnaire, semi-structured interviews and document analysis. The questionnaires were prepared to collect data from on-duty principals, ex-principals and cluster supervisors about the problem under investigation. In addition, interviews were conducted with five sub-city Educational Office Officials and ten other Woreda Education Office Experts so as to crosscheck and enrich the data gathered through the questionnaire. Depending on the type of basic questions and the nature of the data, the frequency counts were converted into percentages as well as other computations such as mean scores were employed to analyze the data. Figures were also used to interpret and summarize the findings where necessary. SPSS (Version 16) was also employed to see the relationship between job dissatisfaction and principals' turnover. In addition, the information that was obtained through interview and document analysis was presented through narrative description to complete the data obtained by means of questionnaires. The findings of the study showed that: 1); among others,inadequate selection and promotion method, poor supervision and poor working condition are the administrative related causes of principals , turnover; 2) principals also quitted their job as a result of socio-economic related causes such as low pay and non-salary benefits in addition to administrative related causes; 3) the most serious potential source of principals 'turnover is found to be 'administrative related causes '; 4) principals' turnover has debilitative effects on students, on teachers and on the overall works of the school; 5)there is moderate negative relationship (1'=-.51, p=<0.01) between principals' turnover rate and job satisfaction; and 6) most of on-duty principals have plan to leave their current jobs for good.Based on the findings of this study, among others, some of the recommendations that were made are as follows: 1) educational officials at Sub-city and Woreda levels should make the administrative system transparent in which principals and teachers feel that they are part of the system; 2); experts and/or officials of Woreda and Sub-city Educational Offices shouldensure employee-consulted leadership style; 3) There should also be equity of promotional opportunity among employees of the same qualification and work experience; and 4) Woreda and Sub-city Educational Offices should establish effective grievance system at all levels.
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    An Assessment on the Colleges of Teacher Education Staffs' Perception on Ethical Leadership Behavior and Practice of their Leaders in Oromia Regional State
    (Addis Ababa University, 2014-06-01) Getachew Solomon; Dawit Mekonnien
    The purpose of this study was to assess the extent to which CTE leaders demonstrate ethical leadership behaviour and practices. In an attempt to achieve the purpose of the study descriptive survey design was employed. To this end, standardized questionnaires (i.e ELS and LPI), were adapted to the Ethiopian college culture and utilized as instrument for data collection. Since the target population of the study was colleges of teacher education, 127 staffs and 17 leaders were participated in the study. Male Staffs were selected using simple random sampling and female staffs and leaders were selected using purposive sampling techniques. The data collected from the questionnaires was first edited, coded and feed into a computer for further analysis. In the analysis of the data, the SPSS 20 for Windows package program was used and out puts such as mean values and standard deviation were employed As a result, the following major findings were obtained: CTE Leaders performed high in communication ethics sub level and slightly good in climatic ethics than others. But leaders performed poorly in the "ethics in decision-making " and behavioural Ethics sub-levels. Moreover, female staffs and senior staffs didn't find the principals ' ethical leadership adequate compared to their male counterparts and young staff respectively. Therefore,it was concluded that CTE leaders' have demonstrated less than satisfactory ethical leadership behaviours. Hence, it was recommended that Oromia education bureau needs to give due emphasis to bridge the observed behavioural gaps of the CTE leaders by organizing training on communicative ethics.In addition,CTE leaders' should be aware of the three dimensions of ethical leadership.In this regard, it is suggested that Oromia REB should organize a college context tailored workshop in the area of ethical leadership
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    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
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    Leadership Capacity of Principals in Government Secondary Schools in North Shoa Zone of Oromia Reginal State
    (Addis Ababa University, 2016-06-01) Dereje Gemechu; Hussein Kedir
    The purpose of this study was to examine the leadership capacity of principals in secondary schools in North Shoa Zone of Oromia Regional state. In the study, mixed research approach and descriptive survey research design was employed. Accordingly, three "Woredas", namely: Jida, Wachale and Fiche administration town were addressed by this study. Therefore, 30 school leaders (main and vice principals and department heads) and 78 teachers selected by Simple random sampling technique, 3 Woreda Education Office Heads and 3 woreda supervisors selected by purposive sampling technique as key respondents. Questionnaires, interviews and document analyses were used for the purpose of collecting relevant data and data obtained through questionnaires were analyzed using statistical tools like percentage, mean, weight mean and average mean. Moreover, data gathered through interview were also analyzed in narrative form. The finding of the study revealed that almost all (96.7%) school leaders were subject area graduate, and all 30(100%) school leaders were bellow the standard set by MoE. Consequently, they lack skill, knowledge, training, and lack commitment and moral of leadership to accomplish their tasks. Based on the findings, it was concluded that: Schools leaders were incapable of enhancing teachers' professional skill development and improving the quality of education. Due to this, the stated vision and defined mission in the school was not compatible with the national goal and it was not supported by its all potential stakeholders. In line with the above findings and conclusions it was recommended that: If) equip school leadership with necessary knowledge, attitude and skills; the Region, Zone and Woreda Education Officials may arrange workshops, seminars, short and long term training in collaboration with different universities, colleges and NGO 's to enhance leadership capacity of secondary schools principals.
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    Parental Involvement on Late First Cycle Education and Students' Academic Success: In the Case of Gibson School System
    (Addis Ababa University, 2014-06-01) Gebreal Tessema; Fekadu Mulugeta
    The main aim of this study was to investigate the type and nature of parental involvement on late first cycle education and the significant involvement difference between parents of high achieving students and parents of low achieving students on their children 's academic success in the case of Gibson School System. The method used for this study was descriptive quantitative survey method. In all 64 parents of the two groups (parents of high achieving students and parents of low achieving students) were respondents. The statistics used for analysis were the total mean scores and the t- scores. The findings are particularly helpful in that they indicated which kinds of parental involvement are abundantly used and influence academic success and which one didn't. Most notably parental expectations, reading and parental style each demonstrated a strong relationship with scholastic outcomes. Thus, it 'was not a particular action such as attending school functions, and checking student homework that yielded a statistically significant effect on students ' academics. Rather, variables that reflected a general atmosphere of involvement produced the strongest results. Parental expectations and style may create an educationally oriented environment, which establishes an understanding of a certain level of support and standards in the child's mind. Moreover, it would be better if qualitative researches also supplement the findings of the current study by ascertaining the ways teachers, parents, and students perceive that which parental involvement benefits students the most
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    Assessing Managerial Effectiveness of Woreda Education Offices in West Arsi Zone, Oromia National Regional State
    (Addis Ababa University, 2012-06-01) Dule Emmi; Yekuno Amlak
    The objective of this study was to examine the managerial effectiveness of Woreda EducationOffice in West Arsi Zone. The study was delimited to 5 Woreda and one Administration Town.The source of data was primary and secondary sources. The primary data was collected fromWoreda education heads,team leaders, experts and Zonal head. While, secondary data wascollected from documents of Woreda Education Offices that was related to planning, resourcesand the criteria of assigning and recruiting educational managers. Total of 89 copies ofquestionnaires was distributed to 22 Woreda Education Officials and 67 experts of EducationalOffices. Besides, interview was conducted with Woreda education heads and zonal head. Adescriptive survey method was used. The participant's of Woreda educationexperts wereselected by simple random sampling, whereas, the Woreda education officialsand Zonal head were selected by availability sampling. As the result of the analysis made the following finding were obtained under managerial junctions and availability of resources. More specifically, the majority of respondents were rated poor in common that, preparing short, medium and longterm educational plan on the basis of Zonal and Regional level plan, the involvement of stakeholders and gathering detail information during plan preparation and decision making, quality of decision making, the assign of right person at right places, the high turnover, the quality of leadership, recognizing rewarding and commitments of educational leaders, team heads and experts, 'the availability of qualified and experienced heads and officials in educational planning and management, availability of transport means and other infrastructure and the availability and utilization of financial resources. To this regarded, woreda educationoffices in West Arsi Zone was poor implementation of educational goal and objective. Therefore, Woreda Education Office~: should commitment, motivate in there woke, established good governance and establshe conducive environment in their offices.
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    An Assessment of Principal's Leadership Effectiveness in Preparatory Schools of Addis Ababa
    (Addis Ababa University, 2012-06) Shibeshi Alem; Tilaye Kassahun
    The main purpose of this study was to assess the extent to which the principals were effective in facilitating the teaching learning process in selected preparatoryschools of Addis Ababa. The study also dealt with assessing the actualexperience and problems of principals in government schools. The research method employed in the study was descriptive survey. Accordingly, aquestionnaire for teachers and principals was prepared and data were collectedfrom 316 random sampling lottery method teachers and 30 principal usingavailability sampling. In order to analyze the data descriptive statistical toolssuch frequency, percentage cross tab and employed. The findings of the studyrevealed that principals are less effective in their instructional leadership due tolack of experience and qualification in the profession. Moreover, the principalswere predominantly occupied with managerial junction than instructionalleadership. The principals were also found to be less effective in promoting andfacilitating the participation of the stakeholders in their leadership. Thus, it wasrecommended that capacity building activities should in place to empowerprincipals in order to let them perform their duties efficiently on instructionalleadership than managerial activities; participatory approach of leadershipshould be encouraged so that the stake holders get the chance to involvethemselves in various school-related activities.
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    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.
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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.
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    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
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    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
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    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
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    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
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    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
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    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
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    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.
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    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.
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    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.
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    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
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    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.