Department of Educational Planning & Management

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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 Dabi
This 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.
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 Oumer
The 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.
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 Nigusie
This 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.
Leadership Styles of Leaders in Educational Management Practices in Addis Ababa Educational Offices: Challenges and Prospects
(Addis Ababa University, 2025) Erome Tassew; Demoz Degefa
This 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 office
Implemantation of School Improvement Program in Government Secondary Schools in West Arsi Zone
(Addis Ababa University, 2021) Guta Deriba; Aman Worku
The 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, SIP
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 Degefa
This 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
The Impact of Leadership Styles on Teacher Performance and Student Achievement: The Case of Kolfe Keraniyo Sub City Government Secondary School in Addis Ababa City Administration
(Addis Ababa University, 2017-08-01) Habtamu Hailu; Dejene Nigussie
This study examines the impact of leadership styles and practices on teacher performance and student achievement in secondary schools and identifies challenges affecting leadership practices. using a mixed-methods design, data were collected from 260 teachers, 20 school leaders, and 356 grade 12 students. Descriptive statistics (mean and standard deviation) summarized key variables, while inferential analyses (correlation and regression) assessed relationships between leadership practices, teacher performance, and student achievement. Thematic analysis of qualitative data and document analysis of grade 12 university entrance exam results (2014–2016 Ethiopian Calendar.) complemented the quantitative findings. Results indicate that transformational and instructional leadership styles significantly correlate with improved teacher motivation and student academic success. Regression analyses confirmed leadership practices as strong predictors of student achievement. Despite positive leadership effects, challenges such as socioeconomic disadvantages, limited resources, and gaps between policy and practice persist, hindering progress. Recommendations emphasize strengthening visionary and supportive leadership, investing in teacher professional development, and addressing systemic barriers through collaborative policies. Future research should explore longitudinal impacts of leadership interventions and the role of community engagement in sustaining school improvements. The study demonstrates that principals’ leadership styles and practices are not isolated administrative choices but pivotal drivers of school effectiveness. when principals adopt collaborative and instructional leadership approaches, teachers show higher levels of motivation, professional commitment, and instructional quality. In turn, these improvements in teacher performance directly contribute to measurable gains in student achievement. Therefore, the conclusion is clear: effective leadership at the school level creates a cascading impact that strengthens teaching and learning, ultimately advancing overall student success
The Effect of Principals’ Leadership Styles on Students’ Academic Achievement in Government Secondary Schools of Kolfe Keranio Sub City
(Addis Ababa University, 2025-05-01) Solomon Eshetu; Dejene Nigusse
This study sought to imply the principals leadership styles for students’ academic achievement of kolfe kolfe keraniyo sub city yeman birihan cluster secondary schools. A descriptive survey research design was adopted. A combination of stratified random sampling, simple random were utilized to draw 83 teachers and 170 students and 9 school principals, to participate in the study. Mixed method was used to collect quantitative data from teachers and school principals using questionnaires and qualitative data from secondary school principals using interviews and questionnaires were utilized for teachers and students. Document analysis was also part of data collection for the study. Quantitative data were analyzed using descriptive statistics such as frequency, percentage, and mean, while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that the extent of leadership styles approach were not properly employed in those secondary schools of Yeman birihan cluster schools in relation to improving students’ academic achievement. Inability to recognize teachers and students individual difference and accordingly inappropriate use of those leadership styles that suits those differences were among the major findings. Based on these findings, the school principals should give special attention for individual differences among the staff members and create clear communication and follow up on its implementation, training should be offered to school principals. since most of them were not graduated in school leadership programs rather they specialize on subject matter only. So awareness on how to lead should be given by in service training programs which helps to enhance the academic improvement of students were some of the major recommendations forwarded
School Leadership Practices in School Improvement Programs in Yeka Sub-City Secondary Schools
(Addis Ababa University, 2025-12-01) Tamiru Hujisa; Jeilu Oumer
This study examines leadership practices in leading school improvement program in secondary schools of Yeka Sub-city. Employing both descriptive and explanatory research designs, the study targeted students, teachers and administrative staff (School Directors, Supervisors, Officers and Parent Teacher Association members). A total of 375 respondents were selected through random sampling with an additional 30 participants chosen purposively. Data collection method includes questionnaires, structured interviews, focus group discussions, and document analysis. Reliability was confirmed through Cronbach’s alpha. Quantitative data were analyzed using SPSS and both quantitative and qualitative data were analyzed using concurrent triangulation approaches. The findings indicate that school leadership in Yeka Sub-city secondary schools is predominantly top-down, characterized by limited shared leadership, poor collaboration, and inadequate encouragement of innovation. Communication gaps eroded trust and hindered staff involvement. Key leadership functions such as clear vision setting, participatory goal-setting, data-informed decision-making, regular monitoring, and peer evaluations are perceived as weak. Leadership effectiveness is generally rated as unsatisfactory, with transparency and evaluation practices falling short, negatively affecting student achievement. The finding of the study highlights that most of the students are failing Grade 12 National Examination in two consecutive years, and school quality ratings remain low. These indicate that school leaders have not successfully executed the SIP, ultimately failing to fulfill their core responsibility of improving school performance. Finally, school leaders in secondary school have no clear metric tools to measure their effectiveness/success in leading SIP. In conclusion, to enhance and sustain educational outcomes, leadership practices must evolve towards more collaborative, transparent, and data-driven models. Targeted professional development and comprehensive system-wide reforms are vital to strengthen school leadership capacity and improve leadership effectiveness in leading school improvement program
Factors Influencing School-Community Relations the Case of Government Secondary Schools of Yeka Sub City, Addis Ababa City
(Addis Ababa University, 2025-08-01) Tesfaye Abera; Zenebe Baraki
This study investigates the key factors influencing the establishment and maintenance of school-community relations in government secondary school in Yeka Sub City of Addis Ababa. The study employed a descriptive research design, gathering data from a total of 394 respondents, including teacher, principals, vice principals, supervisors and parents, selected through random sampling and purposive sampling techniques. Questionnaire and interview were used for data collection, with 394 questionnaires successfully collected and analyzed using frequency, percentage and mean. The study revealed inadequate performance in several critical areas, perceptions of school safety and discipline. Furthermore, the availability of resources for school-community programs and the community understanding of school goals / vision were found to be inadequately performed. Teacher morale and job satisfaction overall student achievement and resources availability for academic programs are very low. Similarly, workshops or training for parents and addressing community concerns promptly and transparently were rated low. School proactive engagement with community leaders, community perception of school leadership, the school’s encouragement of feedback from parents and the community, community understanding of school rules/ policies and the school responsiveness to community feedback and concern were inadequately performed. The study also highlighted the low appointment of a dedicated community liaison officer and insufficient review and updating of school policies based on community feedback. Finally, overall student enrolment and retention, availability of community based learning resources and effective management of school resources were inadequately carried out. Overall launching public awareness campaign on the importance of community involvement in education, integrating community feedback mechanism in to educational planning and providing training for school leaders and teachers on community engagement were notably low. Further research, such as comparative studies, need to be carried out to determine the overall factors influencing good school-community relation
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 Degefa
This 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
The Impact of Leadership Styles on Teacher Performance and Student Achievement: The Case of Kolfe Keraniyo Sub City Government Secondary School in Addis Ababa City Administration
(Addis Ababa University, 2017-08-01) Habtamu Hailu; Dejene Nigussie
This study examines the impact of leadership styles and practices on teacher performance and student achievement in secondary schools and identifies challenges affecting leadership practices. using a mixed-methods design, data were collected from 260 teachers, 20 school leaders, and 356 grade 12 students. Descriptive statistics (mean and standard deviation) summarized key variables, while inferential analyses (correlation and regression) assessed relationships between leadership practices, teacher performance, and student achievement. Thematic analysis of qualitative data and document analysis of grade 12 university entrance exam results (2014–2016 Ethiopian Calendar.) complemented the quantitative findings. Results indicate that transformational and instructional leadership styles significantly correlate with improved teacher motivation and student academic success. Regression analyses confirmed leadership practices as strong predictors of student achievement. Despite positive leadership effects, challenges such as socioeconomic disadvantages, limited resources, and gaps between policy and practice persist, hindering progress. Recommendations emphasize strengthening visionary and supportive leadership, investing in teacher professional development, and addressing systemic barriers through collaborative policies. Future research should explore longitudinal impacts of leadership interventions and the role of community engagement in sustaining school improvements. The study demonstrates that principals’ leadership styles and practices are not isolated administrative choices but pivotal drivers of school effectiveness. when principals adopt collaborative and instructional leadership approaches, teachers show higher levels of motivation, professional commitment, and instructional quality. In turn, these improvements in teacher performance directly contribute to measurable gains in student achievement. Therefore, the conclusion is clear: effective leadership at the school level creates a cascading impact that strengthens teaching and learning, ultimately advancing overall student success
The Practice of Professional Learning Community in Addis Ketema Sub-city Government Primary and Middle Schools of Addis Ababa Administration
(ADDIS ABABA UNIVERSITY, 2025-10-01) Dagemay Jote; Yekunoamlak Alemu
This study examined the Practice of Professional Learning Community in Addis Ketema Sub-city Government Primary and middle Schools of Addis Ababa Administration. Using a mixed research approach with descriptive research design, data were collected from 190 participant teachers and principals selected through random sampling from a population of 2,341. The data were analyzed using SPSS 24, applying descriptive statistics using data collection instrument, and thematic analysis for interview and document review instruments from collected data. The findings revealed that while Professional Learning Communities (PLCs) are recognized and generally present in Addis Ketema Sub-city government primary schools, their practice is far from optimal and consistently "proper." There's a strong desire and effort for collaboration among teachers, and they perceive a positive impact on student outcomes, but the mechanisms for translating this collaboration into consistently improved, student-centered teaching practices were weak and inconsistently applied. Both teacher perceptions and document analysis strongly indicate a lack of consistent leadership follow-up, dedicated resources, and clear solutions for identified challenges. Furthermore, concerns about the preparedness and effectiveness of PLC facilitators suggest that the formal leadership structures within PLCs are not consistently robust or strong. Based on these findings, the researcher recommends teachers should commit for more active and critical engagement in PLC meetings and activities. Principals should actively participate in, monitor, and provide targeted support to PLCs and ensuring follow-up on action plans. The study suggests further research and policy makers to realize the implementation of PLC diverse way
Relationship between Leadership Style and Academic Optimism in Government and Privet Secondary Schools of Bate City Administration.
(Addis Ababa University, 2021-03) Adem Shuke; Dejenie Nigussie
The purpose of this study was to investigate the relationship between leadership style and Academic Optimism in secondary schools of Batu City Administration in Oromia regional state. To achieve the study objective, descriptive and to some extent an explanatory research design along with both quantitative and qualitative data /mixed method research approach was employed, and data was collected through the use of questionnaires and semi-structured interviews and document review .This study used / 192/ respondents randomly selected using lottery method and purposive sampling method .The study was carried out in six purposively selected secondary schools of Batu City Administration .Then a total of 131 teachers,6 principals, 12 vice principals, 35 department heads and 2 supervisors and 6 CAEO experts ware used in the data collection . Both descriptive and inferential analysis was to analyze the responses. The data obtained from primary sources were analyzed with descriptive statistics such as frequency, percentage, mean and standard deviation and inferential statistics such as correlation and regression. Statistical package for social sciences (version 24) was use in running the outcomes of the study. The descriptive statistics result shows that the employees exhibited an ambivalent moderate level of academic optimism and the less dominant leadership style at the organization was democratic leadership. The result of the correlation analysis indicated that democratic and laissez fair kind of leadership style has a positive relationship with academic optimism. The regression test shows that there was significant effect of types of leadership on academic optimism and the most commonly used style of leadership in selected secondary schools were the autocratic leadership style and has insignificant effect on academic optimism of teachers or employee commitment. Therefore it is concluded that due attention should be given for democratic types of leadership implemented in the organization from education stakeholders in order to improve school academic optimism found at moderate rate. Finally, it has been recommend that the educational leaders will be equipped with the appropriate type of leadership style that is significant and positively related with employees’ commitment in the organizations to enhance culture of academic optimism in the school Keywords: Leadership, Leadership Style, Academic Optimism, Secondary School.
Parental Involvement in the Education of Their Children the Case of Some Selected Primary Schools in Gulele Subcity of,Addis Ababa
(Addis Ababa University, 2025) Alemtsehay Beyene; Demoz Degafa
The major objective of this study was to assess the relationship between parental involvement in education of their child in second cycle primary schools of in Gullele sub city in Addis Ababa city administration .In order to obtain relevant data for the study, quantitative research method was used, with the assumption that it helps a researcher used quantitative approaches. That means collection of quantitative data, for this study, 139 teachers, 222 students, 222 parents and 5 principals were selected for the study. Totally, 588(7.98%) of respondents were participated in this study. For teachers and students simple random sampling technique especially lottery method was used. Purposive sampling technique method was used for principals and selected students ‘parents. The data were analyzed using both descriptive statistics and inferential statistics including percentage, mean, standard deviation, person correlation the findings revealed that parent-school relationships, parents-school communication and positively predicted students’ academic achievements. The findings showed that, Parents motivate students to attend school regularly, fulfill necessary materials for their children, and parents give moral support to students.. Based on the findings the following conclusion was forwarded; these results were reliable with earlier research which displayed the need to count on parents in the learning vision of their children, and their participation takes positive sound effects on their children’s learning. The schools have to seek the support from the community members to grow excellence programs for parents, school, and community.
Parental Involvement Practices and Challenges in Student Learning: The case of Nifas Silk Lafto Sub City Government Secondary Schools
(Addis Ababa University, 2025-08-01) Hagos Ayalew; Demoze Degefa
The purpose of this study was to assess parental involvement practices and challenges of students learning in Government secondary schools of Nifas Silk Lafto Sub-city. Descriptive 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 358 students, 86 teachers, 15 parents, 3 wereda PTSA head, 3supervisors 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. This study fills an important research gap, providing valuable insights and recommendations to strengthenthe academic achievement of students as well as school performance in secondary government school
The Perceived Contribution of Transformational Leadership to Teachers’ Performance in Nifas Silk Lafto Sub City Private Secondary Schools
(Addis Ababa University, 2025) Andualem Dinku; Dejene Niguse
This study explored the perceived contribution of transformational leadership to teachers' performance in private secondary schools in Nifas Silk Lafto Sub-City, Ethiopia. Preliminary data collection and analysis confirmed that principals in the sampled schools actively practiced transformational leadership, as evidenced by teacher-reported behaviors aligned with Bass’s (1985) framework. Adopting a descriptive-correlational design and a mixed-methods approach, the study combined quantitative surveys and qualitative interviews to assess the relationship between principals' transformational leadership behaviors (idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) and teachers' self-reported performance in instructional effectiveness, professional development, collaboration, and student engagement. Using simple random sampling, 104 teachers were selected from 11 private secondary schools, while cluster sampling was applied to include all 22 principals from the same schools to ensure leadership perspectives were captured. Data were collected via the Multifactor Leadership Questionnaire (MLQ) and the Teacher Performance Questionnaire (TPQ), supplemented by semi-structured interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation, while qualitative data underwent thematic analysis. Results revealed strong positive correlations between transformational leadership and teacher performance, particularly in instructional effectiveness (r = 0.769) and professional development (r = 0.881). However, challenges persisted in student engagement and individualized support. Principals were perceived as effective in fostering collaboration and innovation but needed to strengthen personalized teacher support. The study concludes that transformational leadership significantly enhances teacher performance and recommends targeted interventions (e.g., leadership training, mentorship programs) and systemic reforms to address gaps in student engagement and individualized attention. These findings offer actionable insights for policymakers and school administrators aiming to improve leadership practices and teacher effectiveness in Ethiopian private secondary schools.
The practice of School based Supervision in Government Secondary Schools in Bole Sub city, Addis Ababa City Administration.
(Addis Ababa University, 2025-10) Adane Adem; Yekunoamlak. A
The objective of the study was to assess what the practice of school-based supervision looks like in practice in government secondary schools, of Bole Sub-city in Addis Ababa. In this study, descriptive research method, with both quantitative and qualitative way of studying approaches was used. The data were gathered from primary sources to accomplish the study. To get reliable and valid information and to draw sound conclusion. Totally, 547 teachers were found in the sampled government secondary schools and 42.4% (n=232) of them were selected as sample for the study using simple random sampling technique. Regarding education leaders, each secondary school had one principal, three vice-principals, four cluster high school supervisors, and total number of six principals, eighteen vice-principals, fourteen high school cluster supervisors and three from the Sub-city experts were selected based on the nature of their job . The data were analyzed using descriptive method with SPSS, that is mean and standard deviation. As the finding shows that there is no problem of familiarity with the term or the concept of school-based supervision, which means they were almost all familiar to the term or phrase. Whereas regarding its practice, orientation or refreshment training was not given twice in a year or at least once in a year on school-based supervision for teachers, directors and supervisors and as a result lack of awareness about significance of school-based supervision and how it can be implemented in their context in general and practical skills of conducting class room or instructional supervision in particular. Hence, one can conclude that school-based supervision was not properly coordinated and practiced in those schools on the basis of the standard. Thus, the Addis Ababa Education Bureau and Bole Sub-city education officers are advised to create awareness and give training on practical basis about significance of supervision and how it shall be done scientifically as a whole at different levels in different forms as like instructional, administrative etc.
The Role of Parents' Involvement in the Management of Primary Schools in Gullele Sub City, Addis Ababa
(Addis Ababa University, 2025-07) Yidersal Gelaw; Demoze Degefa
This study investigates the role of parents’ involvement in the management of private primary schools in Gullele Sub-City, Addis Ababa, Ethiopia. The study aimed to examine the extent and nature of parental involvement, explore the challenges that hinder meaningful engagement, and assess its impact on school management. A qualitative research design was used to collect in-depth data from five private primary schools selected for their diversity in size and tuition level. Data were gathered through semi-structured interviews, focus group discussions, and document analysis involving 35 participants: five principals, five PTA chairpersons, and 25 actively involved parents. Thematic analysis revealed that parental involvement was mostly restricted to financial support and attendance at meetings, with minimal participation in leadership or decision-making roles. Communication between school leaders and parents was often top-down, and many parents had limited understanding of their responsibilities. Cultural attitudes, weak PTA structures, and the absence of clear policies were identified as key barriers. While awareness of the importance of involvement is increasing, in practice it remains limited and largely symbolic in many schools. However, in schools where genuine collaboration existed, it contributed to improved trust, transparency, and school performance. The study recommends strengthening institutional frameworks, enhancing PTA effectiveness, and promoting awareness to achieve more inclusive school governance.
Sustainable Primary School Leadership in Sheger City, Ethiopia: the Anatomy of Policies and Manifestation of Practices
(Addis Ababa Unversity, 2025-06) Tesfaye Gemechu; Getnet Tizazu Fetene
I employed a qualitative case study design to explore sustainable school leadership (SSL) in primary schools in Sheger City, Ethiopia with emphasis on the anatomy of policies and manifestations of practices. I addressed these issues as related to principal succession, collective capacity, and school culture, which are elements of SSL. I collected data primarily from 10 relevant official documents and 24 purposively selected key informants: principals, potential candidates, and education officers. I used semi-structured interviews, document analysis, and, to a lesser extent, observation and field notes to collect data for the study. I analyzed the data using a combination of content and thematic analysis. The data indicated that policies both supported and undermined the materialization of SSL. However, policies that undermined SSL were more powerful than supportive policies, and the way policies were structured also reinforced the same effect. These factors made the overall influence of policies lean towards undermining SSL. In terms of the practice of SSL, potential candidates were disinterested in becoming principals, and incumbent principals were unwilling to stay long. There was a scarcity of staff, deficiencies in school principals’ qualifications, and the school staff was less motivated and committed to their jobs, which made the collective capacity of the schools ineffective. The strong culture of schools in the studied area was also largely lacking, and participants had difficulties understanding what school culture is, let alone reporting its practices. Therefore, the study concluded that one could not generate adequate guarantee for the materialization of SSL from the way policies were structured and practice prevailed in the study context. The implications of the study's findings are for the federal government, the Ministry of Education, the Oromia Education Bureau, Woreda/subcity education offices, and other educational stakeholders to restructure and refine policies and take steps to shape practices to enable the materialization of SSL.

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