Department of Educational Planning & Management
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Item The Factors Affecting School Leadership Effectiveness in Government Secondary Schools of Kirkos Sub City, Addis Ababa City Administration(Addis Ababa University, 2018-11) Melkamu Bekele; Demoze DegefaThis study has explored the key factors that have influenced the effectiveness of school leadership in government secondary schools within Kirkos Sub-City, Addis Ababa. Although the pivotal role of leadership in educational success has been widely acknowledged, limited understanding has persisted regarding how specific leadership styles, professional development, school climate, and external influences have interacted to shape leadership outcomes in this context. Adopting a mixed- method research design, the study integrated qualitative interviews with school leaders and quantitative surveys administered across four secondary schools, employing availability or convenience, simple random, purposive, and stratified sampling techniques. The findings have revealed that collaborative, instructional, and transformational leadership styles—supported by adequate institutional resources and activities, continuous professional learning, and high teacher morale—have significantly enhanced school effectiveness and educational outcomes. Conversely, dependence on transactional leadership and minimal community participation has tended to impede progress. The study has concluded that strengthening leadership capacity through staff collaboration, targeted professional development, positive school culture and climate, supportive policy frameworks, and greater stakeholder engagement has contributed to overall educational outcomes. That is effective leadership practices have driven institutional activities and contributed to holistic educational outcomes. It has recommended strategic investments in leadership training and the enhancement of school climate to improve educational outcomes and teacher satisfaction across the sub-cityItem Practice and Challenges of Female Teachers’ Participation in Secondary School Leadership: The Case of Seka Chekorsa Woreda(Addis Ababa University, 2021-05) Wasenu Tessema; Getnet TizazuThe study was conducted to assess the practice and the challenges female teachers face in relation to leadership in six secondary schools in Seka Chekorsa Woreda, in south west Ethiopia. Both qualitative and quantitative data were collected using questionnaire and interview. Descriptive survey was employed in the study. Questionnaire was administered to 122 teachers while interview was held with 14 stakeholders. The qunatitiave data were analyzed using SPSS software (Version 21.0) and presented using figure and tables as weighted mean, SD, frequency, and percentage. Different items were used based on socio-cultural factors, attitudes of females towards themselves, challenges of female teachers to lead secondary schools and female teacher participation in secondary schools in Seka Chekorsa Woreda. The findings of the study revealed that 53% of the respondents replied that female teachers concentrated at lower grade leadership position, and 51% were replied that more female teachers liked teaching than leading schools. Also, luck of support from family and family , child bear and that women have less ability and skill than men who they said in leading schools. It was also found that women do not like taking responsibility; they are not interested in power; and they avoid risk-taking; it was found that stereotypes hinder females from leadership. On the other hand, many of the respondents responded that administration factors and selection criteria highly affect female teachers participation on school leadership. The study also revealed that females and males are socialized differently to perform different roles as household burden lowered females’ leadership. The representation of females was not equal with males on all educational systems. Therefore, the Government should focus on females’ motivation in educational leadership and improve leadership representation. Also, at the school level, females should participate on different responsibilities to develop their skills on leadership position.Item Students’ disciplinary problems and their management at Kokebe Tsibah Secondary School in Addis Ababa, Ethiopia(Addis Ababa University, 2025-05) Yemsrach Yoseph; Kenenissa DabiThis research aimed to explore the disciplinary problems and their management at Kokebe Tsibah Secondary School in Addis Ababa, Ethiopia. Through a qualitative research approach, the study focused on the prevalent issues of absenteeism and lateness among students. The researcher used the snow-ball sampling method and data was collected through interviews with teachers, students, and school administrators, as well as focus group discussion with guidance and councilors and document analysis of grade 11 students. The findings revealed that absenteeism and lateness were significant disciplinary problems at the school. Factors contributing to these issues included students' lack of motivation, parental neglect, school climate, parental economic background, and educational policies. The study concludes that addressing these underlying causes is crucial for effective disciplinary management and improving the overall school environment, and ineffective school management practices. The study recommends strategies such as parental involvement programs, student counseling services, providing students with academic and social support services and stricter attendance policies to address these challenges and improve the overall disciplinary environment at the school. Keywords: disciplinary problems, school management, absenteeism, lateness, school climate, parental background, educational policies.Item The Contributions of Co-Curricular Activities for Students’ Learning in Private Primary Schools of Lideta Sub City, Addis Ababa(Addis Ababa University, 2025-06) Zemzem Osman; Yekunoamlak AlemuThe objectives of this research are to understand the extent of co-curricular activities’ contribution to students’ learning, perception and commitment of school administrators, students’ interest to the activities and major challenges of implementing co-curricular activities in private primary schools of Lideta Sub-City. The study was conducted on three private primary schools of Lideta Sub-City. A descriptive cross-sectional method was adopted using both quantitative and qualitative methods. The researcher used proportionate stratified random sampling method to conduct this research. The sample size of respondent teachers was determined utilizing Yemane’s Equation (Yemane, 1973). To this end, questionnaires were dispatched to teachers and the collected data were run using SPSS Version 20 Software. Interviews were held with principals and supervisors, discussions were held with students and documents were examined. The collected data were analyzed quantitatively and qualitatively. The findings revealed that the contributions of co-curricular activities were highly acknowledged, students were highly interested to be engaged in co-curricular activities. The perception of principals was found good. The findings also showed that the implementation was partial and occasional, that school owners’ commitment was low. Although majority of the teachers appreciate the contribution of co-curricular activities to students’ learning, some of them lack clarity on co-curricular activities. The major challenges for implementation include lack of adequate space, material and budget; lack of commitment by school owners, non-committed follow up by education offices and lack of clarity of some teachers. Therefore, it is recommended that further training to teachers be organized with regard to co-curricular activities. It is also advisable to enforce private primary schools so that they acquire adequate working spaces and allocate budget for the activities. Finally, the number of co-curricular activities planned every year, and the corresponding rate of implementation of the plans have to be re-assessed by the relevant authorities. Therefore, further study is recommended to identify selected practicable co-curricular activities. Keywords: Co-curricular Activities, Contribution, Implementation, Learning, ChallengesItem Assessment of School Community Participation for Quality Education in Primary Schools of Lemi Kura Sub-City(Addis Ababa University, 2025-07) Misrak Abate; Jeilu OumerThis study aims to highlight critical issues impacting the quality of primary school education, focusing on systemic challenges such as resource scarcity, limited stakeholder engagement, and ineffective school improvement programs. By employing both qualitative and quantitative methods, the research utilizes primary and secondary data collected through random and purposive sampling techniques. Key findings reveal significant challenges, including shortages of materials and funding, a lack of collaboration and self-evaluation, high principal turnover, teacher resistance, inadequate facility maintenance, and critically low parental and community involvement in school governance and improvement planning. Notably, 76.7% of respondents expressed dissatisfaction with resource availability, which significantly affects educational quality. Additionally, 83.3% raised concerns about insufficient collaboration, while high principal turnover (68.9%) obstructs effective program implementation. Furthermore, 58.9% of participants highlighted inadequate community engagement, emphasizing the necessity for improved stakeholder involvement in decision-making processes. In conclusion, the study emphasizing the urgent need to address these challenge to enhance the quality of primary education. To this end, it recommends a multi-dimensional strategy that includes increased funding and resource allocation, fostering stakeholder collaboration through regular meetings, and leadership development to reduce turnover. Additionally, redesigning the school improvement program with teacher input and support from local authorities is essential. The strategy further advocates for enhanced training in skills and values, facility maintenance initiatives to boost staff commitment, and increased community involvement through volunteer programs and parent workshops. Mechanisms to improve parental engagement in governance, such as active parent-teacher associations and improved communication, are also critical for fostering a more inclusive educational environment. Keywords: education quality, stakeholder engagement, school improvement, resource allocationItem Status of Principals’ Emotional Intelligence and Leadership Challenges: The Case of Nifas Silk Lafto Sub City Private Secondary Schools(Addis Ababa University, 2025-06) Sinamaw Tagele; Kenennissa DabiThe main purpose was to assess principals’ levels of emotional intelligence, determine the relationship between EI and leadership challenges, and identify ways to enhance leadership effectiveness through EI-based strategies. A mixed-methods approach was employed, using quantitative data from 244 teachers and 24 principals and qualitative data from principal interviews. The Emotional and Social Competency Inventory (ESCI) and other standardized tools were used for data collection. The findings revealed a significant mismatch between principals’ self-assessed EI and teachers’ perceptions. While principals reported high levels of empathy, adaptability, and conflict resolution, teachers perceived weaknesses in motivational skills, communication, and emotional self-awareness. Correlation analysis showed a strong inverse relationship between EI and leadership challenges, indicating that emotionally intelligent principals faced fewer difficulties in managing school operations, staff motivation, and stakeholder relationships. Key challenges identified included poor time management, weak communication, lack of participatory decision-making, and limited ability to inspire collaboration. The study concludes that while principals recognize the importance of emotional intelligence, there remains a gap in its effective application. It recommends institutionalizing EI in school leadership training programs, implementing 360-degree feedback systems, promoting reflective practices, and developing policy frameworks that support emotionally intelligent leadership. These actions are essential for building positive school climates, enhancing teacher and student motivation, and achieving better academic outcomes. Keywords: Emotional Intelligence, School Principals, Leadership Challenges, Private Secondary Schools, EthiopiaItem Parental Engagement in Government Secondary Schools: Insights from Nifas Silk Lafto Sub City(Addis Ababa University, 2025-05) Sisay Tilahun; Zenebe BarakiParental engagement in secondary education plays a crucial role in student success, yet its effectiveness varies depending on institutional practices, socio-economic conditions, and cultural factors. This study examines the barriers, and strategies for parental engagement from the perspectives of parents, teachers, and school administrators in selected secondary schools. A total of 370 participants contributed to the study, including 290 parents, 50 teachers, and 14 principals who completed structured questionnaires. Additionally, 4 school administrators (2 principals and 2 vice principals responsible for school improvement programs), 2 sub-city supervisors, and 14 Parent-Teacher-Student Association (PTSA) leaders (2 from each school) provided insights into school policies and engagement initiatives. The findings revealed a discrepancy between administrators’ and teachers’ perceptions of parental engagement in that principals rated engagement as high, with 42.9% rating it "Very High" and 28.57% as "High", teachers overwhelmingly assessed it as low, with 72% rating it "Very Low" due to limited homework assistance, weak communication, and inconsistent academic support at home. Parents, while expressing a strong willingness to participate (67.24%), identified time constraints (64.2%), work schedules (62%), financial challenges (58.6%), and ineffective communication (62.5%) as key barriers. Effective engagement strategies included flexible meeting schedules (100% agreement among principals), improved digital communication (85.7%), and financial assistance programs (71.4%), while community partnerships and parent workshops required stronger execution. This study underscores the need for aligning administrator and teacher perspectives, strengthening communication strategies, and expanding parental training initiatives. By addressing logistical, socio-economic, and cultural barriers, schools can develop more inclusive engagement models that foster sustained parent-school collaboration and enhance student academic outcomes.Item The Implementation of School Improvement Program in Government Secondary, Schools of Kirkossub-City, Addis Ababa(Addis Ababa University, 2025-11) Habtamu Tilahun; Zenebe BarakiThe main purpose of this study was to assess the implementation of school improvement programsin government secondary schools. in order to fulfill the objectives, four fundamental research questions concerning the practices and effects of SIP in secondary schools were established. The research methodology utilized in this study was a mixed method design (QUAN+qual).Both primary and secondary sources of data were used. The primary sources of data were teachers, PTSA members, principals, and supervisors, the secondary sources of data were SIP related documents. Out of the total 261 distributed questionnaires of teachers, SIP and PTSA members 247 (94.6%) were properly filled out and returned. Interviews were conducted with 8 cluster supervisors and 16 principals. In addition, SIP related document was assessed. The information analyzed and interpreted by descriptive statistics (frequency, percentage, mean). The result of the study revealed that: (a) different activities in the four stage of SIP were implemented amoderate level; (b)perception of teachers and principal‟s towards the SIP was positive (c) stakeholders contribute to the implementation of SIP activities at moderate level and also the major factor that hinder to implement SIP i.e. due to complexity of the SIP there are some limitations to the school community havng the same understanding lack of awareness about SIP among the school community.Major condusion therefore, to alleviate this challenges, it is recommended that prepared frequently practical training for implementers and professional support, experience sharing program, conference about SIP from Addis Ababa Education office up to sub-city education office to overcome this problem. Keywords: school improvement program, stakeholders, implementation, impact, secondary schoolItem The Implementation of the E-School Project Management System in Government Primary Schools of Addis Ababa City Administration(Addis Ababa University, 2025-03) Hawultu Tilahun; Befekadu ZelekeEducational projects are of great interests to the Stakeholders, government and the beneficiaries. Among other projects, technology based projects are among the highly funded projects by the government and others. This study sought to investigate the implementation of the e-school project management system in government primary schools of Addis Ababa city administration. 254 schools were having been under e-school project. The study adopted a mixed-method research design specifically convergent design method with a target population of 254 schools. From these schools, principals and ICT professionals (227) were selected by stratified sampling technique, to select Education bureau level; Information System division employees (6), Sub city data management team leaders (11) purposive sampling method and total of 244/569 were selected. Questionnaire and document analysis were used to collect primary was used and secondary data from the target population. The study found out that existing planning practices of e-school, stakeholder involvement, schedule management and monitoring and Evaluation had significant influence on the implementation of the e-school project management system. The study concluded that existing planning practices of e-school, challenges of the implementation of e-school, monitoring and evaluation; project stakeholders impact in the implementation of the e-school project management system. The findings also established an e-school project not being implemented according to the set timelines, budget provision, and quality. Consequently, the study recommended that the implementation agency should ensure proper mechanism for project planning, consultative forums for stakeholder involvement, well laid out implementation and clear structures for monitoring and evaluation are in place for effective implementation.Item Conflict Management Practices in Selected Government Primary Schools in Nifas Silk Lafto Sub-City, Addis Ababa(Addis Ababa University, 2025-05) Kassaye Aragaw; Aman WorkuThis study explored how conflict is managed in selected government primary schools within Nifas Silk Lafto Sub-City, Addis Ababa, Ethiopia. The main aim was to examine the sources and types of conflicts occurring in school environments and to evaluate the strategies used by school staff and other stakeholders to resolve them. Conflict in schools is not uncommon and can negatively affect teaching, learning, and the overall school climate if not handled properly. With this in mind, the study sought to understand not only how conflicts arise and are dealt with, but also what gaps and challenges exist in the current practices. A mixed-methods approach was used, combining both quantitative and qualitative data. Questionnaires were administered to teachers, students, and school administrators to gather structured and measurable information, while interviews were held with selected teachers, parents, and local education officials to capture more detailed and personal experiences. In total, 253 participants were involved across five government primary schools and the Sub-City Education Office. Tools such as SPSS 20 and Excel helped with organizing and visualizing the data more efficiently. The findings revealed that conflicts were mostly caused by poor communication between students and teachers, misunderstandings among students, behavioral issues, and a lack of consistent rules or fairness in school management. Teachers and administrators mainly relied on traditional methods like verbal warnings, student punishment, or informal discussions to manage conflicts. However, these methods often lacked follow-through or didn’t address the root causes. There was little to no formal conflict resolution training, and most schools did not have clear written policies or systems in place to manage disputes. Parents also felt left out of the process, and students sometimes felt that their voices weren’t heard. Despite these issues, many participants especially teachers and school leaders expressed a strong willingness to improve the situation. They believed that with the right training, better communication, and more structured approaches, conflict could be handled in a healthier and more constructive way. The study recommends that schools develop clear conflict resolution policies, offer training for staff, and create spaces for open dialogue among students, parents, and educators. Encouraging collaboration and consistent communication among all stakeholders could help build a more positive and supportive school environment. The findings also serve as a helpful reference for future research and discussions about school-based conflict management, especially in urban public school settings like those found in Addis Ababa.Item The School Climate Factors That Affect Teachers’ Job Satisfaction: A Comparative Analysis between Public and Private Secondary Schools in Shashemene City Administration.(Addis Ababa University, 2021-08) Leta Geda; Demoze DegefaThe major purpose of this study was to assess and compare the school climate factors that affect teachers „job satisfaction in private and public secondary schools in Shashamanne City Administration. To achieve this purpose, mixed approach (both the qualitative and quantitative) was employed. Data was collected from teachers, and directors of both schools through questionnaire, and interview. Thus, the researcher has surveyed 82 teachers from public and private secondary schools through a self-constructed structured questionnaire that focused on five work factors that were identified during the literature review namely salary and benefit, management, work characteristics, interpersonal relationships and organizational policy. Data analysis was made using the Statistical Packages for Social Science studies (SPSS). Percentage, mean, standard deviation, t-test, Pearson correlation, and one-way analysis of variance (ANOVA) employed to identify if there were significant difference, similarity and relationship among the responses of the respondents on several variables. Moreover personal correlation was used to see the relationship between the factors that affect teacher‟s satisfaction. In the second, namely the qualitative phase, interviews were conducted with a sample of 10 directors who were purposefully selected. Data were analyzed qualitatively in narrative form and used to supplement and/or triangulate the responses given and the results obtained through the questionnaires. The data were analyzed thematically by using the constant comparative method. Accordingly, the result of the study has revealed that the teachers‟ intimate behavior, a teacher engagement and supportive principal behavior have a direct and significant effect on job satisfaction. The principal directive behavior emerged as the primary dissatisfying aspect of all the work factors. The other areas of dissatisfactions related to teacher workload, school facility, leadership and administration, the lack of decision-making opportunities for the teachers, lack of promotion and recognition, student disciplinary problem and organizational rule and policies implemented in rowing way. Overall, public secondary school teachers were more satisfied than private secondary school teachers because of the permanency of the school. In addition, among the four school climate factors, except teachers frustrated behavior all identified factors were found to have statistically significant correlations with job satisfaction. Finally, recommendations were made in order to enhance the job satisfaction of both private and public secondary school teachers in Shashamane City Administration, and for further research.Item The Relationship between Organizational Change and Staff Job Performance as Mediated by Work Engagement in Ethiopian Research Universities(Addis ababa Universty, 2025-02-04) Nega Balcha; Jeilu OumerDespite scant local studies in public higher education governance, there has been little research on whether work engagement serves as a mediator in the relationship between organizational change and staff job performance in Ethiopian Research Universities. Employing a mixed-methods approach with a convergent parallel design, data were collected from three randomly selected universities out of eight. A total of 923 participants were selected through a multi-stage sampling process, and 30 academic and administrative staff members were chosen purposively. Quantitative data were collected using adapted questionnaires that measured SJP, WE, and OCH dimensions. Analysis included descriptive statistics, correlations, factor analyses, and structural equation modeling using SPSS and AMOS (version 23.0). Qualitative data from semi-structured interviews were analyzed thematically. Findings revealed that both task and extra-role performance scores exceeded expectations. High mean scores were also observed for OSCH, TECH, and WE dimensions—vigor, dedication, and absorption—while leadership change received comparatively less emphasis. A strong, statistically significant relationship was found among OCH, WE, and SJP. Collectively, organizational change factors and work engagement explained 55% of the variance in staff job performance (R² = 0.55). Technological and structural changes indirectly influenced SJP through WE, whereas LCH showed no significant indirect effect. The study suggests the importance of integrating organizational change initiatives with strategies that enhance employee engagement. It is also recommended that the Ethiopian Research Universities adopt a holistic approach emphasizing adaptive leadership, technological innovation, and supportive structures to foster engagement and optimize SJP. These findings carry vital theoretical and policy implications, highlighting the pivotal role of structural and technological change in driving academic excellence and fulfilling institutional missions.Item High school Teachers’ Perception on Factors Influencing Students’ Academic Achievement in Addis Ababa(Addis Ababa University, 2025-05) Melaku Tegegn; Jeilu OumerAcademic achievement in high school significantly influences students' future educational and career opportunities. While global research highlights socioeconomic status, teaching quality, and school resources as key determinants, few studies explore educators' perspectives in resource-constrained settings like Addis Ababa, Ethiopia where overcrowded classrooms, infrastructure gaps, and socioeconomic disparities prevail. This mixed-methods study investigates high school teachers' perceptions of the factors shaping student performance, drawing on focus group discussions (FGDs) with department heads and individual interviews with school directors across 20 public and private schools (N=100). Qualitative data was thematically analyzed, identifying critical influences such as teacher effectiveness, student motivation, parental engagement, and infrastructure limitations. Quantitative data was assessed using descriptive statistics (SPSS) and regression analysis to uncover patterns. Findings reveal that teachers attribute poor academic outcomes primarily to systemic challenges overcrowding, material shortages and socio-cultural barriers like limited parental involvement. Regression results indicated that School Resources, Infrastructure, and Leadership (SRIL) had negligible impact (β = 0.044, p = 0.755), while Strategies for Improving Academic Outcomes (SIAO) unexpectedly correlated with lower performance (β = -0.276, p = 0.003), suggesting such interventions may be misaligned. Conversely, Factors Influencing Student Performance (FISP), including motivation and study habits, emerged as the strongest predictor (β = 0.906, p < 0.001). The study underscores a multifaceted crisis in Ethiopian high schools, marked by learning disparities, socioeconomic hurdles, outdated pedagogies, student psychological stress, and ineffective policies. These insights challenge conventional resource-centric approaches, advocating instead for student-centered reforms. Recommendations include targeted teacher training, remedial programs, school meal initiatives, mental health support, and evidence-based policy adjustments. By centering educators' voices and empirical analysis, this research provides actionable pathways to strengthen secondary education outcomes in Ethiopia. Keywords: academic performance, student motivation, teacher perceptions, school resources, regression analysis, Ethiopia, education policyItem Leading Change in the Higher Education Institutions of Ethiopia Change Leadership Behaviors and Leadership Resilience during Academic-Related Change programs, Challenges and Essences of leadership(Addis Ababa University, 2026-02-01) Habtamnesh Abera; Befekadu ZelekePressure for change in higher education institutions (HEIs) is evident from all sides, and they need to adapt their operations to this environment. Ethiopian public HEIs have undergone State-initiated academic-related reform programs, including competency-based education and modularization, and curriculum harmonization for all undergraduate programs. To cope with the schemes of change as well as the current dynamics, HEIs require the use of strategies and effective leadership. This study examined the status and challenges of leadership regarding the implementation of the schemes of change and existing thinking about leadership for change thereby enumerated the contextual competencies by drawing on the academic staff‘s perception (academic leaders and faculty members) and academic leaders‘ narratives in public universities of Ethiopia. Using a concurrent embedded mixed-methods (MMs) design, data were collected from 372 faculty members and 216 managers of Organizational Academic Units (OAUs) from six universities across the three generations of universities, who were sampled using a multi-stage stratified proportionate sampling through questionnaires, and 22 experienced managerial academic leaders via interviews. Quantitative data were processed using SPSS version 20 and analyzed using frequencies, mean score, SD, mean rank, Chi-square test, Friedman test (X2f) along with Wilcoxon signed rank test, the independent samples t-test, one-way ANOVA, and one-sample t-test. Qualitative data were analyzed thematically and using the narrative strategy, then used to support the quantitative analysis. Results of the study indicated the existence of a leadership gap in the management of change (implementation) in Ethiopian public universities. The degree of Change Leadership Behaviors (CLBs) practice was at the average position, but not to the level expected. Besides, one-sample t-test results indicated that the academic leaders' level of resilience was significantly lower than the expected value. Leadership was also limited in several critical areas, such as role-modeling, teamwork, and strategic conduct. Results from a one-way ANOVA on academic leaders' use of CLBs showed a significant variation across the three generations of universities with a p-value of less than .001. The findings revealed that the major leadership challenges throughout the universities were resource constraints (of finance, physical and material), lack of autonomy of the institutions and their leaders, and unsupportive organizational culture. The bureaucratic work condition challenge is manifested in varying degrees of influence across the universities. Lack of consultative process and support from the MoE was also a major leadership challenge across the universities. Besides, it revealed that gaps in the universities‘ management, including unfairness and power centralization, challenged middle and departmental level leadership. The study concludes that Ethiopia‘s higher education system has a problem in coping with change successfully. This implies an urgent need for establishing performance rewards for the HEI leadership both at the institutional and ministerial levels as well as revisiting the system of change management at the sectoral level. The findings also imply that the qualities that characterize the transformational leadership focus on the human dimensions (including empowering people through participating, effective communication, motivating and team-building) and trustworthiness (role-modeling and fairness) both at HEI and individual leader levels are keys to effective change managementItem The Practice and Challenges of Instructional Supervision at Governmental Secondary School in Arada Sub City, Addis Ababa, Ethiopia(Addis ababa University, 2025-02-11) Mulualem Beletew; Kenenissa DabiThis study investigated the prevailing practices and challenges of instructional supervision in governmental secondary schools within Arada Sub-City, Addis Ababa, aiming to understand the significant gap between educational policy and classroom reality. Employing a descriptive survey design with a mixed-methods approach, the study collected data from 217 participants, including 185 teachers and 32 school leaders (principals, department heads and supervisors). Data were gathered through comprehensive questionnaires, analyzed using descriptive statistics (frequencies, percentages, means), and semi-structured interviews with principals, department heads, and cluster supervisors, which were subjected to thematic analysis. Findings reveal that instructional supervision is predominantly practiced as a top-down, bureaucratic ritual, fundamentally misaligned with modern developmental and collaborative principles. The supervisory cycle is procedurally incomplete: pre-observation conferences are virtually non-existent, classroom observations are infrequent (typically once per semester), feedback is generic and non-actionable, and systematic follow-up is absent. Consequently, the practice is perceived by a majority of participants as overwhelmingly ineffective, failing to contribute to teacher professional growth, improve overall teaching quality, or positively impact student learning outcomes. Alarmingly, the current model is often seen as a conservative force that stifles pedagogical innovation. The study identifies a set of interconnected and self-reinforcing challenges, creating a state of "systemic gridlock." The most significant impediments are the heavy administrative workload of supervisors, a critical deficit in practical training and capacity building, and constraining contextual factors such as large class sizes. These issues are compounded by a legacy of teacher mistrust, leading to a perception of supervision as an evaluative, fault-finding exercise rather than a supportive process. The study concludes that a profound policy-practice chasm exists, and the role of the instructional leader has been effectively displaced by that of an administrative manager, rendering supervision a hollow exercise in compliance. Based on these conclusions, the study recommends a multi-pronged approach: a structural redefinition of the school leader's role to reduce administrative burdens; the implementation of a mandatory, practice-based capacity-building program for all supervisors; the development of a coherent policy framework that clearly separates formative from summative evaluation; and school-level initiatives to foster a culture of trust through collaborative, teacher-led professional learning.Item An Assessment of Teachers Job Motivation in Government Primary Schools of Lideta Sub-City in Addis Ababa City Administration(Addis ababa University, 2025-06-10) Gezahegn Getahun; Jeilu OumerThe very purpose of this research paper was to take an assessment for the realization of teacher motivation that influence teachers’ performance in government primary schools of Lideta Sub-city in Addis Ababa City administration. The study guided by Maslow theory of motivation which is usually known for its five fundamental needs of a person: physiological, security affiliation, esteem, and self- actualization. In addition, its guided by Herzberg two factor theory Hygiene of and motivator factors motivation which is usually known for Hygiene factors include job security, working conditions, company policy and its administration, technical supervision, peer relationships, relationships with supervisors, and the motivator factors emphasis is on recognition, awarded to the teachers. The study adopted descriptive research design, employing a quantitative approach. A total sample of 210 respondents participated in the study, of whom21 respondents were school principals and 189 respondents were ordinary teachers. The sample was obtained through simple random sampling and purposive sampling. The study found that motivating factors tend to influence teachers’ commitment to their teaching and learning processes. Thus, teachers’ positive motivations improve students’ academic performance and increase their participation in their schools. Based on the study findings, the study recommends that the government should improve the working condition for teachers in government primary school through the following: reviewing salary scales, bonus, allowance or non-financial support (medication, housing transportation), improve recruitment practices: recruitment processes should be focus not only on employment availability but also on assessing applicants’ passion, commitment and teaching aptitude, and school principals should be receive formal training in educational leadership, decision-making and participate teachers involved in school planning and decision making process.Item Managing School Improvement Plan Implementation In Government Primary Schools: The Case of Bole Sub-City, Addis Ababa City Administration(Addis ababa Universty, 2025-03-11) Ambaye Enqubahir; Dejene NigusieThis study aimed to assess the managing of School Improvement Plan (SIP) implementation in government primary schools of Bole Sub-City, Addis Ababa City Administration. Theresearcher has employed a descriptive research design utilizing a survey method to assess how School Improvement Plan (SIP) implementation is managed in government primary schools. Furthermore, the researcher employed mixedmethods approach, combining quantitative and qualitative approach, with data collected through questionnaires, interviews, and focus group discussions. A total of 128 participants comprising school principals, teachers, and parent representatives were selected by using simple random sampling and purposive sampling methods. The findings revealed encouraging progress in several areas of SIP implementation. Most schools had prepared SIP documents consistent with national guidelines, and noticeable improvements were observed in teaching practices, student discipline, and parental involvement. School leaders and teachers demonstrated growing awareness of SIP objectives, and collaboration between schools and communities contributed to better learning environments. These positive outcomes suggest that SIP implementation is gradually strengthening school accountability and performance. Despite these achievements, significant challenges remained. Schools faced limited financial resources, weak leadership capacity, inadequate monitoring and evaluation, and inconsistent community participation. The study concluded that managing effective SIP implementation requires enhancing school leadership through continuous professional development focused on transformational leadership, participatory management, and data-driven decision-making. Increased resource allocation, stronger stakeholder collaboration, and regular supervision are also essential for sustainable progress. Overall, the research provides practical insights and recommendations to improve SIP planning and execution in Bole Sub-City’s primary schools in particular, and contributing to the broader goal of educational quality improvement in Ethiopia in general.Item Leadership Styles of Leaders in Educational Management Practices in Addis Ababa Educational Offices: Challenges and Prospects(Addis Ababa University, 2025) Erome Tassew; Demoz DegefaThis study investigates the implementation of democratic and authoritarian leadership styles in educational management practices within Addis Ababa’s sub-city and district education offices. The research employed a mixed-methods case study approach, collecting qualitative data through interviews with seven educational office heads (three from sub-cities and four from districts) and quantitative data through 43 questionnaires distributed to staff members. The qualitative data were analyzed thematically, while the quantitative data were analyzed using descriptive statistics. The study explored how leadership styles are implemented, the challenges faced and the prospects for improving leadership practices in Addis Ababa educational offices. Findings revealed that while democratic leadership is widely acknowledged and preferred for its collaborative and inclusive nature, its actual implementation is inconsistent due to institutional limitations, lack of staff engagement and time constraints. Authoritarian leadership, though effective in enforcing rules and ensuring quick policy application, often leads to reduced participation and limited feedback channels. The research also identified challenges such as poor communication, inadequate delegation, resistance to shared decision-making and weak monitoring and evaluation mechanisms. However, prospects for improvement include ongoing leadership training initiatives, increased stakeholder involvement and the potential for hybrid leadership models that integrate the strengths of both styles. The study concludes that although democratic leadership is widely preferred and promoted within Addis Ababa’s educational offices, its implementation is often inconsistent and challenged by institutional limitations, unclear communication and limited participation. Authoritarian tendencies persist in practice, particularly in decision-making processes. However, both leaders and staff express strong interest in leadership improvement through professional training, inclusive governance, and clearer communication strategies. The findings highlight the need for leadership approaches that are context-sensitive, participatory and supported by capacity-building efforts to enhance policy implementation, staff motivation and the overall effectiveness of educational management. This is relevant for policymakers and local administrators working to improve educational management in Ethiopia. Keywords: democratic leadership, authoritarian leadership, Addis Ababa, education officeItem Implemantation of School Improvement Program in Government Secondary Schools in West Arsi Zone(Addis Ababa University, 2021) Guta Deriba; Aman WorkuThe main objective of the study was to assess the implementation of SIP in West Arsi Zone Secondary Schools. Descriptive research method was used. Data for this study were collected from Teachers, principals, supervisors, student councils and PTA members. Stratified, simple random and availability sampling techniques were employed to select the sample respondents. To this effect, 150 teacher participants were selected using stratified and simple random sampling techniques. Besides, 5 principals, 5 supervisors, 5 students’ council members and 5 PTA members were selected by availability sampling technique method. Questionnaires and interviews were used as instruments for data collection. And, the collected data were analyzed using both quantitative and qualitative methods. The results of the study showed that the schools were not as such frequently evaluated and discussed with teachers on the program planning and implementation outcomes, the involvement of parents in preparation of school improvement program was low, stakeholders’ involvement in self-evaluation was not satisfactory, SIP was not well communicated to school community (teachers, students and parents), the school improvement committee has not contributed in coordinating, monitoring and evaluating the implementation of school improvement program, there was also low team work among stakeholders to implement the SIP, parents involvement in preparation of SIP was unsatisfactory, principals’ engagement in improving learning conditions and learning outcomes was low and parents and community involvement in the school affairs was low. Keywords: Implementation, Domain, SIPItem An Investigation of School Feeding Program and its Contribution to Quality of Education in Government Primary and Middle School in Bole Sub City, Addis Ababa(Addis Ababa University, 2025-10-01) Gimite Abebe; Demoze DegefaThis study aimed to evaluate the contribution of the school feeding program on educational quality in government primary schools within Bole Sub-City, Addis Ababa. Particularly for the measures of academic achievement, enrollment and rate, and readiness to learn (attendance, concentration or classroom engagement, and initiation to continue their education to the higher level), this study examines the suitability of SFP and its contribution to high-quality education. To achieve this, a descriptive research method was utilized, incorporating mixed approaches. schools leaders(5), homeroom teachers(68), school feeding officer(5), and parent-teacher student association union (13) Participants were intentionally selected based on their direct involvement with the SFP from five primary and middle schools, resulting in 91 survey respondents. Data was collected through questionnaires, interviews, focus group discussions (FGD), and document reviews, and was analyzed using both quantitative and qualitative methods. The study's findings indicate that the school feeding program contributes positively to educational quality. Both quantitative and qualitative analyses confirmed that the SFP has a significant positive impact on educational outcomes. However, the research also highlighted several ongoing issues within the current SFP and identified numerous challenges affecting its overall implementation. Finally, it recommends establishing an independent and effective management structure in each school, enhancing collaboration among stakeholders, and conducting regular monitoring of the program's implementation. School feeding program in educational institutions by leveraging both local and international resources, which would help sustain regular school attendance and enhance quality of education