Educational Planning and Management
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Item Assessing the Extent of Practicing Transformational Leadership in Government Primary Schools in Lideta Sub city(Addis Ababa University, 2023-10) Genet Assefa; Demoz Degefa(PhD)The purpose of this study was to assess the practices of transformational leadership in governmental primary schools in LidetaSub-City Addis Ababa. A Mixed-methods design was used in this study. The study was conducted in 21 primary schools in which 18 principals20 supervisors and 288 teachers were included in the sample using census and simple random sampling techniques respectively. The data gathering instruments used was questionnaires and interviews as a primary source of data. From the distributed 21 questioners for the principals 18 returned the survey, 280 teachers completed and returned the survey and from 20 supervisors 9 of them conducted the interview which represents a response rate of 87.2%, 85.7%and 33.3% respectively. The quantitative data were analysed using percentages; mean and standard deviation also Pearson and Spearman rho correlations and multiple regression were employed. In contrast, qualitative data were analyzed by grouping together common themes in each category and constructing a description of the participants’ views and perspectives. The finding revealed with the overall mean of (M=3.85), indicating that the school principals uses the four most prominent transformational leadership actions: Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration in their respective school. The finding also shows a positive, linear and significant relationship between Transformational Leadership and Idealized influence, individualized consideration, intellectual stimulation and inspirational motivation with a regression cofficent of (β=0.503,0.692,0.304 and 0.413),however a lowest statistical value was indicated on individualized consideration with an overall mean of (M=2.99) and inspirational motivation (M=3.04), on items where most respondents agreed that there is lack of discussion of new ideas related to school leadership and turning followers into good leaders as well encouraging teachers to pursue their professional learning goals and providing professional development and opportunities through feedback, rewards, recognition, training, seminars, conferences and workshops with a mean value. Finally, the research calls for the principals to focus on more individualized consideration and inspirational motivation by recognizing teacher’s contribution as an individual to the organization, always promote self development, communicate and listen to teacher’s concerns continuously inspire their teachers in order to enhance their outcomes and enable them achieve school goals. Keywords:Transformational leadership, Idealized Influence, Inspirational Motivation, Intellectual Stimulation, Individualized ConsiderationItem The Effects of Motivation on Teachers’ Performance in Primary Schools of Yem Special Woreda(Addis Ababa University, 2023-09) Gizachew Gasso; Yekunoamelak Alemu(PhD)The main objective of this research was to investigate the effects of motivation on teachers’ performance in primary schools of Yem Special Woreda. The research comprised of qualitative and quantitative approaches. The subjects of the research were department heads, school principals and woreda officials of Yem Special Woreda of two cluster centers, Safa and Fofa. The findings of the study indicated that the first factor that affects teachers’ motivation was characteristics of the work environment. Secondly, student’s disciplinary problem and thirdly administrative problems. From the findings the researcher concludes that teacher’s status of work motivation is highly deteriorating. The researcher tried to recommend the following. The education office and other stakeholders should strive to enhance a conducive working environment in primary schools. This should be done in order to motivate teachers to work. Teachers’ payment, incentives and other bonuses should be improved and planned. The government should increase the salaries, allowances for the teachers in order to motivate them. In addition the upgrading and work evaluation criteria should be based on definite merits along with the proper salary scales allocation. This resulted in weak performance of teachers and achievement of expected goals of the education sector. Keywords: Teachers‘ Work Motivation, teachers‘ Performance, Primary Schools, Yem Special WoredaItem Enhancing Teachers' Professional Development: The Role and Level of Support of Primary School Principals in Improving Teachers’ Professional Development in International Schools, Addis Ababa, Ethiopia(Addis Ababa University, 2023-06) Bereket Gezahegn; Dejenie Nigusie (PhD)In the realm of education, the effective professional development of teachers has emerged as a critical factor in elevating the educational quality and fostering positive student outcomes. This thesis embarks on an exploratory journey to investigate the practices of primary school principals in the noble pursuit of improving teachers' professional development in the unique setting of international schools nestled in the vibrant city of Addis Ababa, Ethiopia. Through the meticulous examination of data collected from 117 teachers, who wholeheartedly embraced the opportunity to share their perspectives through questionnaires, and in-depth interviews conducted with eight principals, this study presents a comprehensive analysis that intricately weaves together the strategies and approaches employed by these eight educational leaders to nurture and amplify the professional growth and development of their teachers. The findings gleaned from this rigorous inquiry illuminate the diverse array of professional development activities offered or led by principals in these international school environments. These activities encompass a wide range of interventions, including workshops, seminars, collaborative lesson planning sessions, peer observations, and technology integration training. Moreover, the study unearths the crucial role played by principals in providing unwavering support and guidance to teachers as they embark on their professional development journeys. The analysis explores into the multifaceted dimensions of principal support, encompassing factors such as mentorship, resource allocation, instructional coaching, and creating a culture of continuous learning and improvement. A core focus of this study revolves around the impact of these principal-led professional development practices on teacher instructional practices. The research findings illuminate the transformative power of well-designed and thoughtfully executed professional development initiatives in bolstering teacher engagement and commitment to their craft. Additionally, the analysis offers insights into the tangible changes witnessed in instructional practices, as teachers embrace innovative pedagogical approaches, integrate technology seamlessly into their lessons, and apply research-based strategies to optimize student learning experiences. As the thesis draws to a close, it presents an overarching assessment of the overall effectiveness of these practices implemented by primary school principals in Addis Ababa's international schools. It synthesizes the collective wisdom distilled from the voices of teachers and principals, bringing forth an understanding of the strengths and limitations of current professional development approaches. By synthesizing these findings, the study seeks to contribute to the existing body of literature on educational leadership in international school contexts, shedding light on the distinctive challenges and opportunities faced by principals in this diverse educational landscape. Ultimately, this comprehensive analysis culminates in a series of practical recommendations meticulously crafted to empower principals in optimizing teachers' professional development and, in turn, catalyzing positive educational transformations. By implementing these evidence-based recommendations, principals can foster an environment that nurtures the growth, expertise, and professional satisfaction of their teachers, resulting in improved student learning outcomes and a brighter future for all stakeholders involved in the international school community in Addis Ababa, Ethiopia.Item Factors Affecting Female Students' Academic Achievement in Government Secondery Schools of Walmera Woreda Shegar City Oromia Regional State.(Addis Ababa University, 2023-11) Chaltu Hunduma; Befekedu Zelake(PhD)The main purpose of this study was to investegate factors affecting female students’ academic chievement in Secondery Schools of Walmera Woreda Shegar city Oromia Regionala state . . The method was informed by mixed method design. It used qualitative and quantitative method of data collection. The data gathering instruments were: questionnaire, interview, and document analysis. For this study, out of 5 governmental secondary schools which are found in difrent kebeles 4 schools, out of 754 female students 237 students and out of 84 teachers, 60 teachers were selected by simple random sampling techniques and I took all the 9 principals and supervisors by purposive sampling method. Totally, from 868 populations, 320 were selected for the study. A descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. As the finding of the study indicated that low level of parental education, low level of parental involvement in their female education, family economics household chores,low level of family educational background negatively affect girls’ academic achievement. School related factors like lack of role model female teachers, teachers’ attitude, lack of qualified teachers and shortage of reference books affected girls’ academic performance. Teachers and school principals should work jointly with female students and their parents to improve female students ’ academic chivement . Thus, it is recommended that awareness workshop and panel discussion forms should be organized for parents, organizing saving group at village level for parents, building dormitory near to sechondery schools, encouraging gender focused tutorial and school environment. Furthermore, it also needs awareness creation forms for youth female, parents and mass communities about illegal migration to Arab country .Item Human Resource Management Practices in Woreda Education Offices of South West Shoa Zone, Oromia Regional State(Addis Ababa University, 2023-06) Dagne Bekele; Befikadu Zeleke (PhD)The main purpose of this study was to assess the practices of human resource management adopted by woreda education offices of south west Shoa zone in Oromiya Region of Ethiopia. To accomplish this purpose, the study employed a descriptive survey design. The study was carried out in five woreda education offices and five secondary schools of south west Shoa zone. A total of 292 individuals have participated in the study. Among them 210 were teachers and 41 were woreda education offices experts included as a sample through simple random sampling technique especially lottery method. Additionally 5 woreda education offices heads, 24 secondary school principals, and 12 secondary school supervisors were included through purposive sampling techniques. Questionnaires, interviews and document analysis were the main instruments of data collection. The questionnaire for the study was a three and five point Likert scale type. The questionnaires were administered to collect data from the selected woreda education offices experts and secondary school teachers, which secure a 96.2% response rate. Descriptive and inferential statics analysis were conducted and presented clearly. The questionnaire data were analyzed using the SPSS (statically package for social science) version 20 software. Finally findings of this study revealed that, the woreda education offices did not undertake environmental scanning, skill audit, and systematic recruitment and selection. The main conclusion made here is that employee generally demotivated due to lack of transparency, wrong selection and recruitment practices, lack of human resource planning specialist and skill audit. The study therefore, recommended that the woreda, zone and regional education offices with together should solve the problem that faced in the HRM practices. Key words: Human Resource Management, Personnel Management, Humana Resource DevelopmentItem Factors Affecting Female Teachers Participation in Decision Making Practices in Government Secondary School Leadership: Lemi Kura Sub City in Focus, Addis Ababa City Adminstration(Addis Ababa University, 2023-06) Bire Mekonnen; Hailesillasie W.D. (PhD)The purpose of the study was to search out the factors that affect female Participation in secondary school leadership in Lemi Kura Sub city. 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 74 male teachers and 23 female teachers and 16 school principals (principals and vice principals). Purposive sampling technique was employed to select female teachers from four government secondary schools and Simple random sampling technique was employed to select school leaders at school levels. The findings of the study indicated that the involvement of female teachers in educational leadership seems to show an insignificant in government secondary schools. 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 Lemi Kura Sub city Education office and Addis Ababa 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.Item Transformational Leadership Practice and Challenges in Holeta Town Government Secondary Schools.(Addis Ababa University, 2023-11) Berhanu Shibiru; Dejene Niguse[PhD]This study aimed to assess the current practices and challenges of exercising transformational leadership in secondary schools of Holeta Town. To accomplish the objectives of the study mixed, design was employed in the view of both quantitative and qualitative method . A total of 75 participants or respondents were included in the study Quantitative data were collected, through questionnaires, from respondents (principals and teachers),randomly selected from five secondary schools. Semi-structured interviews were also held with respondent s(supervisors and educational officers);Simple random and purposive sampling techniques were used to select them from five secondary school of Holeta Town. Quantitative data were analyzed using descriptive statistics such as frequency and percentage. While the qualitative data were analyzed using content analysis approach .It was identified by the study that level of understanding and ,exercising the domain and its practices of transformational leadership was in low level, especially understanding concepts of transformational school leadership .This supervisors and principals were lack of interest in continuous follow up and understanding level and also the four dimensions(idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation), practicing and exercising were at low level. The study identified major challenges that impede principals ’transformational leadership practices ,namely :poor management system of principals, dominance of routine administrative work to principals, low parental/ community involvement, budget deficit(inadequacy),pressures of internal and external forces. Therefore, it could be concluded that those a fre-mentioned challenges were highly affecting the principals’ transformational leadership practices. Base don these findings ,It was recommended that Over all findings from this study suggest that the principals’ transformational leadership practices should play important roles in tackling those challenges particularly related to over load administrative work, budget deficit ,parental involvement and pressures of internals for ces through mobilizing community ,engaging self- incoming generating activities, wisely using funds, increasing high commitments ,providing school base training, and ,It is recommended that for Holeta Town education officers solve these problems to overcome the problem of principals and teachers to provide proper transformational leaders in school to support or students ,and others school stakeholders were recommended for the future of education development program. Finally, based on the conclusion made, possible recommendations were forwarded to maximize the practices of transformational leadership in secondary schools and to minimize the identified challenges particularly related to overload administrative work, budget deficit, parental involvement and pressures of internal external forces.Item Teachers Classroom Management Practices in Government Secondary Schools in Nifas Silk Lafto Sub-City(Addis Ababa University, 2023-06) Ebabey Zemene; Befekadu Zeleke (PhD)The main purpose of this study was to assess Teachers Classroom Management practices and Students Academic Performance in Government Secondary School in Nifas Silk Lafto Sub-City at Addis Ababa City Administration. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches. The sampling techniques employed were purposive, availability and simple random sampling. The sample size was 84 teachers, 4 vice principals,4 main principals,4 supervisors and 98 secondary school students with the total of 194 participants out of 7013 study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, and supervisors. Questionnaires were administered to 72 teachers, 4 vice principals, 4 main principals, 4 supervisors and a total number of 12 administrative organs of the school. The questionnaires were prepared for both teachers and students. There were a total number of 194 participants a total 84 teachers filled questionnaire. The rest 98 students were all of them properly filled and returned the questionnaire. Then, the information gathered through close-ended questionnaire was analyzed using percentage and mean score by rounding up the mean and standard deviation result. Meanwhile the information gathered through interview and open-ended questions were analyzed clearly. Results of document analysis were also described alongside of each table under the questionnaire results. The findings of the study indicated that the factors influencing classroom management affects students’ academic, behavioral and over all educational achievement. The improper Classroom management practices and systems are those factors can easily make a decline on learners’ achievement. The different stakeholders and such as principals, PTSA, teachers, school communities and the like played role to overcome the problem of classroom management. The school principals, PTSA, students’ families and supervisors were providing insufficient activities on classroom management. The major challenges identified were, lack of training, lack of plan on classroom management, lack of commitment, lack of parents’ participation, disciplinary infraction, lack of inadequate classroom, school facilities, educational inputs and lack of experiences haring and on job training and the insufficient allocation of budget brings less achievements. To overcome the challenges encountered, recommendations have been forwarded. The recommendations from the findings of the study includes preparing plan on classroom management, orienting teachers in advance with the overall implementation of classroom management, parents should advise their children and follow them at school, motivating all stakeholders to willingly take more responsibilities in the implementation process, and allocation of sufficient resources by education office to effectively achieve the intended goals. Key Words:- Classroom Management, Academic Performance, Learners Behavior, Educational AchievementItem Factors Affecting Female Students' Academic Achievement in Government Secondery Schools of Walmera Woreda of Shegar City Oromia Regional State.(Addis Ababa University, 2023-11) Chaltu Hunduma; Befekedu Zelake(PhD)The main purpose of this study was to investegate factors affecting female students’ academic chievement in Secondery Schools of Walmera Woreda Shegar city Oromia Regionala state . . The method was informed by mixed method design. It used qualitative and quantitative method of data collection. The data gathering instruments were: questionnaire, interview, and document analysis. For this study, out of 5 governmental secondary schools which are found in difrent kebeles 4 schools, out of 754 female students 237 students and out of 84 teachers, 60 teachers were selected by simple random sampling techniques and I took all the 9 principals and supervisors by purposive sampling method. Totally, from 868 populations, 320 were selected for the study. A descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. As the finding of the study indicated that low level of parental education, low level of parental involvement in their female education, family economics household chores,low level of family educational background negatively affect girls’ academic achievement. School related factors like lack of role model female teachers, teachers’ attitude, lack of qualified teachers and shortage of reference books affected girls’ academic performance. Teachers and school principals should work jointly with female students and their parents to improve female students ’ academic chivement . Thus, it is recommended that awareness workshop and panel discussion forms should be organized for parents, organizing saving group at village level for parents, building dormitory near to sechondery schools, encouraging gender focused tutorial and school environment. Furthermore, it also needs awareness creation forms for youth female, parents and mass communities about illegal migration to Arab country .Item Practices of Instructional Supervision and Teachers’ Professional Development in Secondary Schools of North Shoa Zone of Oromia Region(Addis Ababa University, 2023-05) Abera Tesfaye; Kenenisa Didha (PhD)The purpose of the study was to investigate the current practices of instructional supervision approaches in secondary schools of North Shoa. The study particularly focused on the practices and contributions of instructional supervision approaches, and the factors affecting their implementation in promoting teachers professional development. The study has employed a descriptive survey design, which was added by qualitative research to augment quantitative data. Data where gathered from seven randomly selected secondary schools in North Shoa Zone. The respondents included 250 teachers were selected using systematic random sampling technique. In addition 5 supervision were included in the study. All seven principals and, five secondary school supervisors had participated. Questionnaire was the main instrument of data collection supplemented with interview method. Frequency, and percentage, were working to analyze the data. While the qualitative data obtained through interview was analyzed using descriptive narrative method. The results of the study reveal that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having past trainings, and their contributions were also unsatisfactory in promoting professional development of teachers. Also, the study shows that: lack of trained supervisors, lack of supervision manuals, lack of training, shortage of budget, and high teaching load of supervisors and assignment of small number of supervisors hinder proper implementation of instructional supervision. As a result, awareness on the part of instructional supervisors and teachers through seminars, workshops and discussion opportunities about the different approaches of supervision in order to bring professional growth of teachers and improving their instructional practices were optional. Moreover, suggestions were forwarded to solve the factors that hinder proper implementation of instructional supervision practices.Item The Role of School leaders in Creating a Conducive School Environment for Learning in Secondary Schools of North Shoa Zone, Oromia Regional State(Addis Ababa University, 2023-11) Ashenafi Tamiru; Yekunoamlak Alemu (PhD)The objective of this study was to analyze school leaders‘ efforts in creating conducive school environment for learning in secondary schools of North Shoa Zone. To achieve this purpose, descriptive a survey design was employed. Interview, questionnaire, document analysis and observation checklist were used as instrument of data collection. Data were collected from 10 government secondary schools. A total of 90 teachers, 62 SIC members, 10 PTA head and 5 secondary school supervisors were used for the study. The data were analyzed by frequency, percentage, mean and scores description. The study indicates most of the respondents were experienced enough and had awareness about their school nature and culture. The study found that most school leaders were not qualified with leadership profession. According to this study, secondary school environment was moderately conducive for learning regarding to school facilities and students empowerment. However, the extent to which students were supported in schools was low in secondary schools. In terms of school facilities, there were inadequate facilities like standard laboratories and libraries, lack of access and use of technologies like internet and adequate computers and separate latrines. Regarding to school facility and students support, low efforts were employed by school leaders in creating conducive learning school environment that address the physical and mental health needs of all students and staff. They employed moderate efforts regarding to empowering students. Low leadership competency, technical skill and experience of school leaders were among the factors highly affecting school leaders to create conducive learning school environment. Based on the findings, some recommendations were suggested. First, School leaders should use their understanding of SIP to enhance conducive school environment for learning. Second, MoE and REB should provide training for school leaders in professional development activities and bring competent and trained personnel to the leadership position.Item Practices and Challenges of Teachers‟ Continouosprofessional Development in Secondary Schools of Sebeta Sub City in Shager City, Oromia Regional State, Ethiopia(Addis Ababa University, 2023-06) Sheleme Belachew; Kenenisa Dabi (PhD)The purpose of this study was to investigate the practices and challenges of Teachers Continuous Professional Development in secondary schools of sabeta sub city. To be successful in the study three basic questions were raised. The study employed a Descriptive survey Research Design using both quantitative and qualitative research methods. The sampling techniques employed were purposive, availability and stratified random. The sample size was 68 teachers, 30 CPD committee, 6 principals, 2supervisors, 2 city focal CPD persan and 1 sub city expert of study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, supervisor, city focal CPD person and sub city experts. Questionnaire was administered to teachers and CPD committee where filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, mean score and an independent sample t-test to see if there is statistically significant mean difference between the opinions of respondents in rating the items. SPSS version 25 was employed to analyze quantitative data while the qualitative data obtained from open ended questions, interviews and document analyses were analyzed using narration and description to supplement the quantitative data. The findings of the study indicated that the extent of teachers practices of professional development activities including teachers’ visits to other schools to share experiences, mentoring, conducting action research, and identify personal CPD needs in line with school’s annual CPD plan. As the result of the study indicated there were major challenges of the implementation of CPD included that lack of motivation, lack of coordination between concerned bodies and lack of monitoring and evaluation. To overcome the challenges encountered, recommendations have been forwarded. These include: giving adequate awareness and training in advance with the overall practices of CPD, motivating teachers to willingly take more responsibilities in the implementation process, employing trained facilitators and supervisors, and allocation of sufficient resources to effectively achieve the intended goa.Teachers also believed that their CPD activities have improved opportunities for interaction with different program participants and other professionals and improved relationships among teachers and students. An important element of current educational thinking about how to facilitate student learning is the application of student centered active learning and continuous assessment methods. In this regard, CPD activities helped teachers to develop awareness on active learning and continuous assessment methods. However, there are limitations in the practical application of CPD outputs. It was found out that student centered methods were more practiced than continuous assessment techniques in the teaching and learning processes at schools.Item Practices and Challenges of Change Management in Government Primary Schools in Dawo Woreda(Addis Ababa University, 2023-05) Tesfaye Negera; Aman Worku (PhD)This study was conducted in Dawoworeda, south west shoa zone, oromia regional state with the purpose of assessing the practices and challenges of change management in primary schools. The study was carried out in 9 (32%) primary school of study area which was selected by using simple random sampling especially lottery method and purposive. A total of 82 individuals (64 teachers and 18 school principals) were participated in the study.64 Teacher participants were selected proportionally and 9 school principals and 9 vice principals were selected purposively because of availability. The main instrument of data collection was questionnaire. Interview and document analysis were used in addition to the data collected by questionnaires. The data collected by questionnaires were analyzed by using frequency, percentage, mean and standard deviation. And also the data obtained by interview from school principals and vice principals were analyzed qualitatively. From the data collected and analyzed by questionnaires and interviews the emphasis given to perception of teachers ,preplanning process and also the emphasis given to develop implementation plan was low, there was less involvement of teachers and other stake holders in developing implementation plan of change. In addition the result of the study revealed that, schools were not allocated necessary resources to implement the introduced change, low attention were given to communication aspect of change, there is lack of giving training on the identified weaknesses and also school principals show low performance in providing continuous and timely feedback during implementation of change. Change implementation process faced challenges because of the reasons such as: fear of the unknown, loss of freedom, knowledge or skill gap and past habit experience. On the other hand the study recommends creating awareness and empowering the implementers of change in skills and knowledge, planning necessary resources for change, communicating changes has to accompanied in feedback, schools has to identify area of weakness and strength in the implementation process of changes, and involving teachers in planning process of change, making open and regular discussion and rewarding those teachers who best implement the changes.Item School Climate and Teachers’job Performance in Addis Ababa City Adiministration: The Case of Nifas Silk Lafto Sub City Secondary Schools.(Addis Ababa University, 2022-06) Tezera Demssie; Fikadu Mulugeta (PhD)The main purpose of this study is examine ''School Climate and Teachers 'job Performance in Addis Ababa City Administration: The case of Nifas Silk Lafto Sub City Secondary Schools. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches. The sampling techniques employed were purposive, availability and simple random sampling. The sample size was 205 teachers, 16 principals, 4 supervisors with the total of 225 participants out of 536 study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, and supervisors. Questionnaires were administered to 205 teachers, all of them properly filled and returned. Then, the information gathered through close-ended questionnaire was analyzed using percentage and mean score while the information gathered through interview and open-ended questions were narrated qualitatively. Results of document analysis were also described. The results of the study indicated School Climate and Teachers 'job Performance , achievement and also the extent to which different stakeholders such as principals, teachers, school communities and the like played role to overcome the problem of school climate. The school principals, supervisors were providing low level of activities on school climate. The major challenges identified were, lack of training, lack of plan on classroom management, lack of commitment, lack of parents’ participation, disciplinary problems, lack of inadequate classroom, school facilities, educational inputs and lack of experience sharing and on job training insufficient allocation of budget. To overcome the challenges encountered, recommendations have been forwarded to school Principals, Supervisors, Sub-City education office and stakeholders. These are include preparing plan on classroom management, orienting teachers in advance with the overall implementation of classroom management, parents should advice their children and follow them at school, motivating all stakeholders to willingly take more responsibilities in the implementation process, and allocation of sufficient resources by education office to effectively achieve the intended goals. Key words: Effects of School climate, Job performance, TeachersItem Implementation of School Improvement Program in Secondary Schools of Eastern Zone, Sidama Region(Addis Ababa University, 2023-06) Tsegaye Tona; Dejene Niguse (PhD)The purpose of this study was to assess the implementation of school improvement program in secondary schools of Eastern Zone. For this purpose explanatory research design was employed. For the study 5 woredas and one town administration and 6 secondary schools were included through purposive sampling. From these sample schools, 170 teachers were selected by using simple random sampling, while 50 school improvement committee members and 6 supervisors were selected by using census sampling, eighteen parent-teacher and students association and 6 woreda education were included through purposive sampling. Questionnaires were used as main tool of data collection. Interview and focus group discussion was used to substantiate the data gathered through questionnaire. Document analysis was also part of data collection for the study. Frequency, percentage, mean, standard deviation, and independent sample t-test were employed to analyze quantitative data while narrative analysis approach was used to analyze qualitative data. The findings of study showed that school leadership and management domain the leaders have made clear shared vision, mission and goal implementation for teacher on students’ achievement and school leaders’ commitment to improve students’ achievement was found low. Preparation, self-enquiry, planning, implementation and evaluation were not effectively implemented. Action research has not been conducted by teachers to solve teaching-learning problems and inbuilt supervision have not been conducted among colleagues to share experiences to one another; school environment domain were unsatisfactory; low involvement of stake-holders (teachers, students and parents) in the planning and implementation of SIP plan; lack of capacity building for principals for their role as an instructional leader, insufficient school facilities were major problems of implementation of SIP. It can conclude that implementation of SIP was not adequate. This implies that inadequate implementation of SIP influence the improvement quality of education and students achievement in the study. Therefore, the study suggestedthat schools SIC, supervisors, school leaders, and woreda and region education bureau to promote practical involvement of all stakeholders by creating adequate awareness to implement SIP effectively in schools, woreda and region education bureau and school management bodies need to provide the necessary school facilities before starting the implementation of SIP to achieve the intended objective of the program. Key Words: Implementation, School Improvement Program, Secondary Schools and Sidama RegionItem Factors Affecting Women’s Participation in Leadership Positions: in Government Secondary Schools of Yeka Subcity(Addis Ababa University, 2023-06) Wondrad Arega; Befikadu (PhD)The purpose of this study was to assess factors affecting women’s participation in Leadership position: Yeka Sub-city Government secondary schools in focus. To conduct this study, the descriptive survey method was employed. A total of 270 sample respondents were selected and involved in the study. Both probability and non-probability sampling techniques were employed; specifically non- probability-sampling technique was employed to select participants of interview sessions whereas a probability-sampling technique was used to select teachers and school leaders. The collected data were analyzed by descriptive statistics such as frequency count, percentage, mean, standard deviation, T value and P-value respectively. Data were analyzed using the “Statistical Package for the Social Sciences” (SPSS) version 25 software. The finding shows that, women perceive themselves that they are confined at lower tasks under men and they women still acknowledge the world as masculine scales and exhibit poor risk taking of them as ascertained by their moderate ratings in the sample secondary schools. Besides, women fear in succeeding balancing professional work and women leaders have the right communication skills a leader should have and they have interest in positions of higher responsibilities and agreed to the moderate level. In addition, women’s have confidence in being successful in administration and they perceive leadership is given to males considerably agreed with average level agreement. The result of the study indicated that, women committed on carrying out family responsibility and women employees have the right ambition to be a leader but with low agreement level. Women leaders also have the right communication skills a leader should have and they have the right communication skills a leader should have in the sample secondary schools. Furthermore, there is also support by family so as to enhance participation of women in leadership position and the cultural beliefs and attitudes of people towards women role have an impact on women participation in leadership position was however agreed at high level. The researcher concluded that women still acknowledge the world as masculine scales and exhibit poor risk taking of themselves, Women fear in succeeding balancing professional work with family responsibility, women perceive being a motherhood is the major barrier to participate in leadership position in the sample secondary schools. Attitudinal misconceptions are reflected up on women themselves, in all community and higher officials. The Current status shows that women participation is steel at risk. From the seven secondary school one mine and three vice principals are found in position. Women perceive themselves are confined at lower tasks under men. Finally wrong attitude and misconception for women capacity become the most one. On the basis of these findings, the study recommends that, all concerned bodies of the education sector together with stakeholders should have to encourage women leaders by providing technical support such as mentoring, networking, and develop follow up mechanisms in which women’s may practice their leadership roles. Keywords: Factors, Women’s Participation, Leadership and Secondary Schools.Item The Practices of Transformational Leadership in Government Secondary Schools in Sheger City, Oromia(Addis Ababa University, 2023-06) Yadeshi Seboka; Aman Worku (PhD)The major purpose of the study was to assess the current practices of transformational leadership in the secondary schools of the Sheger City. The study particularly treated the dimensions of successful secondary school Transformational leadership practices such as developing shared vision and mission, motivating teachers, effective decision making, communication practice, effectively practices of the five component of Transformational leadership practices and factors that affect the secondary school leaders in performing their activities in the school. To accomplish this purpose, the study employed a descriptive survey design. The study was carried out in seven secondary schools of Sheger City. Schools were selected using purposive sampling technique. From the sampled schools, 7 principals, 10 vice-principals, 6 supervisor, 46 department heads,8 education expert included as samples employing purposive sampling technique. Furthermore, 95 teachers were taken as a sample through stratified random sampling techniques. These two groups were 141 members of teachers (95 teachers and 46 department heads, 31 management members and totally 172 were sample selected for this study. The data were analyzed by using percentage, frequency, mean scores, standard deviation and independent t-test and Practices of decisions in various school activities, implementation and evaluation of school performances, encouraging and mobilizing staff is low. Some of the recommendations were suggested. Those town administration education offices should provide educational leadership training to the school leaders to strengthen their capacity so as to help them in improving the existing problems they face in their schools, School principals in collaboration with staff ought to provide motivators, such as praise, consultations, encouragements or active support, trust and respect by acknowledging particular effort since, teachers are the most valued resources in schools and Principals should be open and trust to maintain and to strengthen smooth relationship and channel of communication in the secondary schools.Item Supervisory Behviovers of School Leaders in Secondary Schools of Kuyu Woreda, North Shoa Zone of Oromia Regional State(Addis Ababa University, 2023-06) Lemma Feyissa; Kenenissa Dabi (PhD)Item A Comparative Study of the Quality of Education in Government and Private Secondary Schools in Addis Abbaba In Kolfe Keranio Sub-City(Addis Ababa University, 2023-06) Mesfin Hailu; Dejene Nigissie (PhD)The major purpose of this research was to compare the quality of education in government and private secondary schools of Addis Ababa with reference to KolfeKeranio sub city. All the secondary schools, their principals, secondary school teachers (head of the departments) and students of 12th class of government and private sectors of the Kolfe Keranio Sub City constituted population of the study. There are 10 woredas in Kolfe Keranio Sub City; and a total of 5 public secondary schools and 10 private secondary schools. In general, there are a total of 15 secondary schools in the Sub City. The study was conducted in 10 secondary schools selected from the 10 Woredas. All public secondary schools were included in the study and five private secondary schools were selected using simple random sampling methods. Thare are 26,000 secondary school students (18,632 government and 7,368 private), 100 department head teachers were selected from a total of 579 teachers (396 government and 183 private) and 10 principals. Since the focus was grade 12, there were 1491 grade 12 students (1081 government and 410 private). Hence 120 students (60 government and 60 private)12 students from each school was selected using simple random sampling methods. Two questionnaires, each for secondary school teachers and students, and structured interview questions were prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two -way chi square tests. The main findings of the study were: that the results of 12th class students in university entrance examinations of private schools were better than government schools. While with respect to ownership of building, almost 100% government sector schools had their own buildings and majority of private schools were running in rented buildings. Regarding qualification, the principals of government sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’principals. Teachers of government secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. Commitment of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas government schools were lacking these factors. Availability of Audio-Visual aids was excessive in government secondary schools as compared to private secondary schools but their use was more in private secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. Inconclusion, eventhough the quality of education can be measured interms of input, process and output/outcome, based on the findings it is possible to say that private schools are better than government schools regarding the provision of quality education. Thus the researcher recommends that teachers of government schools may be made accountable on showing poor result in examinations. They must also be rewarded with incentives for showing good results. Moreover, the school curriculum should be updated according to the emerging needs of the society and it should be revised regularly.Item Practices and Challenges of Parental Involvement to Enhance in Students' Learning Government Secondary Schools of Nifas Silk Lafto Sub-City(Addis Ababa University, 2023-06) Misgana Abte; Zenebe Baraki (PhD)The purpose of this study was to assess practices and challenges of parental involvement to enhance in students’ learning in Government secondary schools of Nifas Silk Lafto Sub-city. Descriptive survey design was employed to carry out the study to describe the present status of the problem under study. The necessary data for the study were collected from 305 students, 60 teachers, 15 parents, 1 Sub-city PTSA head and 3 principals selected through stratified simple random sampling, purposive sampling, and availability sampling respectively. The instruments employed to collect data from respondents were questionnaire, interview and document analysis. The quantitative data gathered from respondents were analyzed using percentage; mean, one-way ANOVA and the qualitative data were analyzed through narration. The results of the study revealed that the perceptions of parent’s involvement in their children’s education and low level of support affected students’ academic achievement. In addition, lack of training, time and interest from the side of parents; and socio-economic status as well as socio-cultural factors related to parents are responsible for low level of parental involvement in students learning in secondary schools of Nifas Silk Lafto Sub-City. In conclusion, it is hoped that providing the necessary basis for policy makers, planners, teachers and school administrators to realize the extent of the problem and design feasible and effective community-based intervention measures for reducing the problem under consideration. Thus, it is recommended that the secondary schools have to involve parents, students, teachers and community members to enhance the academic achievement of students as well as school performance.