Department of Educational Planning & Management
Permanent URI for this collection
Browse
Recent Submissions
Item 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(PhD)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.Item Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City(Addis Ababa University, 2025-06) Addisu Tesfaye; Yekunoamlak Alemu (PhD)This study aimed to investigate the factors affecting job satisfaction among teachers working in government preparatory schools within Yeka Sub-City, Addis Ababa City Administration. To effectively address the research objectives, the study employed a mixed-methods approach, integrating both quantitative and qualitative data collection techniques. There were seven preparatory schools in Yeka sub-city; all of them (100%) were selected for the study. The target population of the study included preparatory school teachers, school principals, education experts from the sub-city, and members of the parent-teacher-student association (PTSA). Among the total population, 194 teachers and 18 PTSA members were chosen through a simple random sampling method, while 7 principals and 3 sub-city education experts were selected using purposive sampling. Data collection involved self-administered questionnaires completed by 175 teachers, structured interviews with 6 school principals and 3 education experts, and a focus group discussion held with 18 PTSA members. The Statistical Package for Social Sciences (SPSS) version 26 was used to analyze the data. The study's findings showed that a substantial number of teachers experience low job satisfaction, with 74.4% reporting dissatisfaction. The findings showed that teachers were intrinsically dissatisfied due to certain factors, such as lack of timely feedback and recognition from supervisors, which emerged as a major sources of dissatisfaction. Additionally, the findings showed that teachers were extrinsically dissatisfied with factors such as low salary and poor working conditions, with teachers saying concern about inadequate compensation and insufficient facilities. The statistical results of correlation and regression analysis revealed a strong positive relationship between intrinsic motivators and teachers’ job satisfaction, particularly achievement and opportunities for professional growth. Conversely, increasing responsibility without corresponding support negatively impacted job satisfaction. The key recommendations to improve teacher job satisfaction included improving the recognition system, revising the salary structure, advancing school infrastructure , encouraging teamwork, and encouraging participatory management.Item The Causes and Effects of Teachers’ Turnover in Private Secondary Schools of Nifas Silk Lafto Sub-City of Addis Ababa City Administration(Addis Ababa University, 2025-06) Amanu Bizu; Jeilu Omer (PhD)The primary aim of this research was to examine the factors that lead to teacher turnover in private secondary schools located in the Nifas Silk Lafto Sub-city of the Addis Ababa City Administration. In recent times, these institutions have faced significantly high rates of attrition, with 30% of teachers resigning from their roles during the 2023/24 academic year alone. A descriptive survey research method was employed to investigate and identify the key factors contributing to teacher turnover in private secondary schools. The data for this investigation was gathered from 107 current educators, 32 former teachers, 3 principals, 2 assistant principals, 2 supervisors from the central office, and 4 supervisors from the woreda education office. The respondents were selected for the study using a combination of simple random and purposive sampling methods. A questionnaire was deployed to collect insights on the main factors influencing teacher turnover, and interviews were also conducted to complement the information obtained from the questionnaire. Both quantitative and qualitative analysis techniques were applied to evaluate the data. For analysis purposes, the mean score and Relative Importance Index (RII) were utilized to pinpoint key factors leading to teacher turnover in the researched area. The findings from the data analysis indicated that salary-related issue, workplace conditions, administrative factors, the socioeconomic status of teachers, teachers’ perceptions of their profession, and personal circumstances of teachers were the main contributors to teacher turnover In the private schools of the Nifas Silk Lafto Sub-city..A robust, positive, and statistically significant correlation was observed in the analysis between the independent variables (salary-related factors, workplace condition factors, administrative-related issues, the socioeconomic status of teachers, perceptions of the profession, and personal circumstances related factors) and the dependent variable (teacher turnover). This suggests that increases in these independent variables correlate with higher teacher turnover in the researched area. The regression analysis revealed that the independent factors (salary-related issues, workplace conditions, administrative factors, teacher socioeconomic status, perceptions towards the profession, and personal condition-related issues) were strong indicators of teacher turnover. The study concluded that teacher turnover weakens the overall effectiveness of the educational system and results in a decline the quality of education. The study recommends targeted measures, including raising teachers’ salaries, enhancing administrative support, and fostering positive working conditions in schools, providing continuous professional development opportunities, and addressing student behavioural issues. Accordingly, significant recommendations have been made to alleviate these challenges.Item Teachers Participation in Decision Making In Selected Government Secondary Schools of Bole Sub-City of Addis Ababa City Administration(Addis Ababa University, 2025-06) Asefu Bekele; Befekadu Zeleke (PhD)The main purpose of this study was to assess teachers’ participation in decision-making in government secondary schools in Bole sub-city, Addis Ababa city administration. To conduct this study, a descriptive survey design was used. A total of 209 respondents (199 teachers, 2 supervisors, and eight administrative bodies) participated in the study. The schools were selected using census, while principals and PTAs were selected using purposive sampling and department heads were selected using simple random sampling. Teachers to questionnaires were selected using simple random sampling. The data were gathered through a questionnaire, an interview, and a focus group discussion. Data gathered through the questionnaire was analyzed using a frequency table, percentages, and mean values. Data gathered through interviews was analyzed qualitatively. Finally, the findings revealed that teachers’ participation in decision-making in government secondary schools was inadequate. Besides school Principals and PTAs practices in encouraging teachers’ participation in decision-making roles were found to be ineffective. Lack of training and support for teachers, the unbalanced relationship between teachers and school leaders, and the absence of financial incentives were found to have impeded teachers' participation in the school’s decision-making. Thus, teachers' roles in school decision-making have not been given much emphasis in their respective schools. This is likely to affect teachers' interest in the activities of the school in general and the teaching-learning process in particular. Finally, the study recommended the need to facilitate a condition in which trained principals are assigned to school decision-making; providing reward to teachers with exemplary performance in their profession; establishing a collaborative relationship among teachers; treating and motivating all teachers equally; and the school leaders (principals and PTA) should communicate and give clear information on the issues related to school planning, income generation, the school budget, and school building to develop a sense of transparency between teachers and school leaders. These were also some of the major recommendations forwarded in order to improve teachers’ participation in decision-making.Item A Study on the Implication of School Leadership and Change of Ownership on Institutional and Students’ Performance At Flipper International School(Addis Ababa University, 2025-05) Genet Alemayehu; Dejene Niguse (PhD)This qualitative case study investigated weather leadership changes and ownership transitions on the academic performance and school experience of lower secondary school students at Flipper International School. Over a three-year period (2022/23–2024/25), the school experienced multiple shifts in leadership and ownership, prompting concern about institutional continuity and student outcomes. Data were collected from 17 staff members and 31 students through semi-structured interviews, focus group discussions, and document analysis. Thematic analysis revealed eight major themes: leadership instability, operational disruption, declining teacher morale, weakened school culture, academic impact, communication deficits, stakeholder recommendations, and overall institutional effects. Findings indicated that frequent leadership transitions led to organizational uncertainty, reduced instructional consistency, diminished staff motivation, and student disengagement. Teachers reported experiencing change fatigue and lack of direction, while students expressed confusion and loss of trust in school leadership. Although some transformational leaders had a temporarily positive effect, the overall pattern pointed to negative consequences for the school community. Stakeholders consistently called for greater transparency, strategic planning, and participatory leadership models to mitigate the adverse effects of change. The study underscores the critical importance of leadership stability in sustaining school performance, enhancing morale, and safeguarding student learning, particularly during periods of institutional transition. It offers practical and policy-oriented recommendations aimed at fostering long-term leadership development and collaborative governance in education.Item Assessing School-Community Engagement and its Effect on Student Results in Government and Private Primary Schools: The Case of Yeka Sub-City, Addis Ababa.(Addis Ababa University, 2022-06-01) Anwar Kemal; Zenebe Baraki (Ph.D)This study assessed school-community engagement (SCE) practices and examined their effect on student academic results (SAR) in government and private primary schools within Yeka Sub-City, Addis Ababa. Recognizing the policy emphasis on SCE and anecdotal reports of low engagement, the study aimed to provide comparative empirical data on the status of SCE and its relationship with SAR in this urban context. A mixed-methods concurrent triangulation design was employed. Data were collected from 48 primary schools (24 government, 24 private) through questionnaires administered to 264 stakeholders (PSTA members, principals, WEO professionals) based on Epstein's six types of involvement framework, semi-structured interviews with 12 WEO Heads, and analysis of documents including SAR data (Grade 8 exams, inspection reports, promotion/repetition rates). Quantitative data were analyzed using descriptive statistics, correlation, chi-square, and regression, while qualitative data underwent thematic analysis. Findings revealed significant disparities: government schools exhibited lower SAR and markedly weaker SCE across all Epstein dimensions compared to private schools, particularly in 'Learning at Home' and 'Collaborating with Community'. Private schools demonstrated stronger engagement, especially in 'Learning at Home' and 'Communicating'. A strong, positive, and statistically significant relationship was found between SCE levels and SAR (Adjusted R² = .750, p < .001), indicating SCE is a major predictor of results in this context. Key challenges hindering engagement, especially in government schools, included low parental awareness and socioeconomic constraints, inadequate school leadership capacity (lack of EDPM training), negative teacher attitudes, and systemic weaknesses in training and support. The study concludes that SCE significantly impacts SAR, and the disparity in engagement contributes to the results gap between school types. Recommendations focus on strengthening leadership capacity (EDPM qualifications, training), improving communication strategies, enhancing PSTA functioning, providing targeted parental support programs, especially in government schools, and promoting systemic support for SCE through policy and resources. Key words: School-Community Engagement, Student Results or Student Academic ResultsItem The Practices and Challenges of Educational Plan Preparation and Implementation in Government Secondary Schools in Kolfe Keranyo Sub- City, Addis Ababa(Addis Ababa University, 2025-06) Esetebel Semachew; Aman Worku (PhD)This study aimed to assess the practices and challenges of educational plan preparation and implementation in government secondary schools of Kolfe Keranyo Sub-City. Employing a descriptive survey design with a mixed methods approach, data were collected from 107 participants including teachers, principals, department heads, supervisors, and PSTA members, using questionnaires, interviews, focus group discussions, and document analysis. Sampling techniques included purposive, availability, and systematic random sampling. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were interpreted through narration. The findings indicated low stakeholder participation in educational planning and uneven prioritization of planning activities among different school actors. Key challenges identified included inadequate technical support, limited training and awareness, and a shortage of materials and resources.Item Principals’ Leadership Styles and Teachers’ Job Satisfaction in Private Primary Schools of Gullele Sub-City, Addis Ababa(Addis Ababa University, 2025-05) Jemil Shifaw; Aman Worku (PhD)The purpose of this study was to assess the influence of principals’ leadership styles on teachers’ job satisfaction in private primary schools in Gullele sub-city, Addis Ababa. A descriptive research design with a quantitative research method was employed. Out of 38 private primary schools in Gullele sub-city, 6 were selected using purposive sampling method. The target population consisted of private primary school principals and teachers. Data were collected from 152 randomly selected teachers (87 males and 65 females) and 6 purposively selected principals (4 males and 2 females) through questionnaires, as this tool allows the collection of a large amount of information in a relatively short period. Data analysis was conducted using IBM SPSS version 26, employing statistical tools such as mean, standard deviation, and t-test. Pearson correlation and multiple linear regression analyses were also used to examine the relationship between variables. The findings revealed that both transactional and transformational leadership styles were positively associated with teachers’ job satisfaction, with transactional leadership showing a stronger impact. It was also observed that transformational leadership was the most commonly practiced style. Additionally, teachers reported lower satisfaction in areas such as pay and operational procedures. In conclusion, the study underscores the importance of active, intentional leadership particularly a balanced use of transactional and transformational strategies in fostering teacher job satisfaction and professional fulfillment. Finally the researcher recommended that the Addis Ababa Education Bureau, the Gullele sub-city Education office, and school principals advised to implement a balanced approach incorporating both transactional and transformational leadership styles to enhance and attain teacher job satisfaction and improve the quality of education in private primary schools.Item Principals’ Leadership Competencies and Teachers’ Job Satisfaction in Government Primary Schools in Lemi Kura Sub City, Addis Ababa.(Addis Ababa University, 2025-05) Kebebew Tefera; Aman Worku (PhD)This study investigated principals' leadership competencies on teachers' job satisfaction, drawing data from 314 teachers and 40 principals. This descriptive research design investigated the leadership competencies of principals within a school setting. Simple random sampling technique was employed to select the participant schools across the Lemi-kura sub-city. The collected data were analyzed using both descriptive and inferential. The descriptive statistics, such as frequency, percent, mean, and standard deviation, were used to describe the demographic characteristics of respondents and the dependent and independent variables. The inferential statistics, like Pearson correlation coefficient(r) and multiple linear regressions, were used to determine if relationship existed between independent and dependent variables. The Sub-City has 32 primary schools, out of which there are 17 governmental schools. The study takes ten primary schools as a sample from 10 woredas. Findings reveal a mixed impact. While principals' instructional leadership, such as classroom observations, constructive feedback, and support for teaching strategies, positively influences teachers' professional growth and the creation of a stable work environment, significant concerns remain. Teachers reported a lack of clear instructional guidance, limited professional development, and insufficient recognition, respect, and effective problem-solving from their principals. Despite principals' self-perception of providing a clear vision, teachers often found it unclear and uninspiring. Conversely, principals' interpersonal and community engagement competencies generally foster positive relationships, conflict resolution, and a supportive atmosphere. However, teachers desired more opportunities for leadership, delegation, accessibility, and advocacy from principals. A key discrepancy emerged in the perceived value of teacher input in school planning. Regarding professional and ethical competency, principals' integrity and moral principles were largely appreciated by teachers, fostering trust. Yet, teachers expressed concerns about fairness, accountability, and consistent policy upholding, while principals acknowledged a need to improve trust and respect. A significant concern was principals' limited engagement in teachers' professional development, leading to decreased job satisfaction. Overall, while interpersonal strengths exist, significant improvements are needed in fostering professional growth, recognition, and consistent support to enhance teachers' job satisfaction.Item Instructional Leadership Effectiveness in Government Primary Schools of Kolfe Keraniyo Subcity in Addis Ababa(Addis Ababa University, 2025-06) Tewodros Birhanu; Demoze Degefa (PhD)This study investigates the effectiveness of instructional leadership in government primary schools of Kolfe Keraniyo Sub-City, Addis Ababa, Ethiopia. The study focuses on assessing the extent to which school principals demonstrate instructional leadership, evaluating the effectiveness of their practices, and identifying challenges affecting implementation. The target population included principals, instructional supervisors, and teachers from all government primary schools in the sub-city. A total of 232 respondents comprising 10 principals, 5 instructional supervisors, and 217 teachers were included in the study. A mixed-methods research design was employed, combining quantitative data collected through structured questionnaires administered to 199 teachers with qualitative data obtained via interviews with principals . Quantitative data were analyzed using descriptive statistics, including means and standard deviations, while qualitative responses were examined through thematic analysis to provide a deeper understanding of instructional leadership practices.Findings indicate that principals exhibit moderate levels of instructional leadership, particularly in monitoring student progress, communicating school vision and mission, and fostering a positive learning climate. Nevertheless, principals face challenges such as heavy administrative workloads, limited professional development opportunities, inadequate teaching and learning resources, and insufficient collaborative structures, which hinder effective instructional leadership. Teachers emphasized the need for more consistent classroom supervision, constructive feedback, and opportunities for joint curriculum and pedagogical planning.Based on these findings, it is recommended that principals allocate more time to classroom observation, feedback, and coaching, engage in continuous and needs-based professional development, and foster collaborative professional learning communities. At the policy level, the Sub-City Education Office should reduce administrative burdens, provide clear guidelines on instructional leadership responsibilities, and implement incentive mechanisms to recognize exemplary leadership. This study contributes to knowledge on instructional leadership in Ethiopia and provides practical insights for school leaders, policymakers, and researchers seeking to enhance teaching quality and student learning outcomesItem Conflict Management in Governmental Secondary Schools: the Case of Lemi Kura Sub-City, Addis Ababa.(Addis Ababa University, 2025-06) Zelalem Moges; Yekunoamlak Alemu (Ass .Prof)The purpose of the study was to assess sources and analyze the current practice of 3 students, teachers and principals’ conflict management in Addis Ababa city 4 Administration, Lemi Kura Sub-city Governmental secondary schools. Both quantitative 5 and qualitative approaches were used to collect and analyze the data. Questionnaire, 6 interview, focused group discussion and document analysis were used to collect data from 7 155 teachers and 105 class monitor students using Yemane (1967)formula sampling 8 technique; 12 principals, 9 supervisors and 21 parent-teacher-student association were 9 selected using purposive sampling technique. The schools in Lemi Kura Sub-city 10 governmental secondary schools were also selected by using purposive sampling 11 techniques. Questionnaire was the main instrument of data collection while interview, 12 focused group discussion and document analysis were also utilized to substantiate the 13 data gained through the questionnaire. Percentage was employed to analyze the 14 quantitative data, while qualitative data which was obtained through open ended 15 questions, interview and document analysis were analyzed using narration. The finding of 16 the study show that, conflict in these schools viewed as a destructive and teachers were 17 scared of being victim out of conflicting situations. Dissatisfaction with the decisions 18 made by school principals, dissatisfaction for working on tasks, improper work load, poor 19 communication, poor collaboration and relationship between teachers and school 20 principals, lack of management skills, distorted information, unfair evaluation of teachers 21 performance, peer pressure, academic Competition, bulling and unfair resource 22 distribution were the sources of conflict in these schools. This study tells that 23 collaborative, compromising approach, mediations, negotiation, bargaining, separating 24 the school community from the problems and problem solving were the strategies used to 25 minimize conflict in the schools of study area. Overall, the researcher emphasized the 26 importance of developing and implementing proactive conflict management strategies in 27 the Sub-city governmental secondary schools to promote a culture of collaboration, 28 cooperation and civility among all members of the school communityItem Practice and Challenge of Continuous Assessment in Government Secondary School In Doyogena Town(Addis Ababa University, 2025) Hanna Demisse; Aman Worku (PhD)The purpose of this study was to investigate the practice of continuous assessment in Doyogena Secondary School and to identify the magnitude of challenges that hinder its implementation. Research Desgn was used simple random sampling which is proportional to their size basing on class strata was employed. By taking sample size calculation formula, researcher takes that the numerical value of 621 total sample sizes from the target population. Through the proportionality rule from total population of 156 grade 9 students researcher draws 23 participant samples; from total population of 155 grade 10 students a researcher draws 23 participant samples; from total population of 159 grade11 students a researcher draws 24 participant samples and from total population of 151 grade 12 students a researcher draws 23 participant samples. Accordingly total sample size from all class was 93,The quantitative data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (one way ANOVA and independent samples t- test) whereas;the qualitative data were analyzed through thematic analysis and expressed by used verbal descriptions. Based on the analysis, it was found that though teachers had appropriate knowldge and skills concerning continoues assessment, it was not implemented in the expected manner in secondary schools of Doyogena Town Administration. That is, the implementation of continoues assessment was not frequent. The formative purpose of continoues assessment was not implemented and students were not meaningfully and purposefully involved. Appropriate feedback was not provided and various assessment strategies were not used in the implementation. It was also found that the practice of continoues assessment was challenged by many factors of which large class size, teachers negative attitude, lack of resources, teachers‟ workload, students less interest and absence of uniform continoues assessment implementation procedures were the most serious one. Moreover, it was also found that teachers had negative attitude towards the implementation of continoues assessment. Based on those findings, it was concluded that teachers did not use their knowledge and skills to properly implement x continoues assessment and measures related to continoues assessment challenges were not taken by the concerned bodies. Hence, some recommendations were forwarded as a solution for the identified problems.Item An Assessment of Teachers' Motivational Schemes and its Implementation in Government Secondary Schools of Lemi Kura Sub City(Addis Ababa University, 2025-05) Maru Akalu; Befekadu Zeleke (PhD)This study aimed to assess the motivational schemes and their implementation for teachers in government secondary schools within the Lemi Kura Sub-City of Addis Ababa, Ethiopia. Employing a mixed-method research approach, both quantitative and qualitative data were collected through questionnaires, interviews, and document reviews. A total of 123 questionnaires were distributed, with a response rate of 96%. Participants included teachers, principals, and supervisors selected using simple random and purposive sampling techniques. The research design was descriptive in nature, focusing on the current status of teacher motivation, the extent of motivational scheme implementation, the challenges encountered, and the impacts on teacher performance. Quantitative data were analyzed using SPSS (version 22), employing descriptive statistics, while qualitative data were interpreted through thematic analysis. Findings revealed that teachers demonstrated high commitment to their tasks, though they perceived the motivational schemes—particularly financial incentives and fair promotions—as inadequate. The main challenges identified were insufficient budget and a lack of supportive working environments. Despite these challenges, the study confirmed that teacher motivation positively affects their creativity, job satisfaction, retention, and ultimately, student academic performance. The study recommends the development of more structured and equitable motivational schemes to enhance teacher performance and overall school effectiveness.Item Factors Affecting Teachers’ Job Satisfaction in Governmental Preparatory Schools of Yeka Sub-City(Addis Ababa University, 2025-06) Addisu Tesfaye; Yekunoamlak Alemu (PhD)This research focuses on the difficulties faced by fourth-year students in French as a Foreign Language (FLE) at Addis Ababa University in developing reading comprehension skills. Mastery of this competence is essential for overall language proficiency, yet it remains a major challenge for many learners. Through a qualitative and descriptive approach, the study seeks to identify the linguistic, cognitive, pedagogical, and methodological factors that hinder the understanding of written texts in French. The findings reveal that the main obstacles include limited vocabulary, syntactic complexity of texts, lack of reading strategies, and inadequate or poorly adapted teaching practices. The study concludes with pedagogical recommendations based on the explicit teaching of reading strategies, the use of authentic texts, and improved teacher training. These suggestions aim to enhance students’ reading comprehension in FLE within the specific context of higher education in Ethiopia.Item The Causes and Effects of Teachers’ Turnover in Private Secondary Schools of Nifas Silk Lafto Sub-City of Addis Ababa City Administration(Addis Ababa University, 2025-06) Amanu Bizu; Jeilu Omer (PhD)The primary aim of this research was to examine the factors that lead to teacher turnover in private secondary schools located in the Nifas Silk Lafto Sub-city of the Addis Ababa City Administration. In recent times, these institutions have faced significantly high rates of attrition, with 30% of teachers resigning from their roles during the 2023/24 academic year alone. A descriptive survey research method was employed to investigate and identify the key factors contributing to teacher turnover in private secondary schools. The data for this investigation was gathered from 107 current educators, 32 former teachers, 3 principals, 2 assistant principals, 2 supervisors from the central office, and 4 supervisors from the woreda education office. The respondents were selected for the study using a combination of simple random and purposive sampling methods. A questionnaire was deployed to collect insights on the main factors influencing teacher turnover, and interviews were also conducted to complement the information obtained from the questionnaire. Both quantitative and qualitative analysis techniques were applied to evaluate the data. For analysis purposes, the mean score and Relative Importance Index (RII) were utilized to pinpoint key factors leading to teacher turnover in the researched area. The findings from the data analysis indicated that salary-related issue, workplace conditions, administrative factors, the socioeconomic status of teachers, teachers’ perceptions of their profession, and personal circumstances of teachers were the main contributors to teacher turnover In the private schools of the Nifas Silk Lafto Sub-city..A robust, positive, and statistically significant correlation was observed in the analysis between the independent variables (salary-related factors, workplace condition factors, administrative-related issues, the socioeconomic status of teachers, perceptions of the profession, and personal circumstances related factors) and the dependent variable (teacher turnover). This suggests that increases in these independent variables correlate with higher teacher turnover in the researched area. The regression analysis revealed that the independent factors (salary-related issues, workplace conditions, administrative factors, teacher socioeconomic status, perceptions towards the profession, and personal condition-related issues) were strong indicators of teacher turnover. The study concluded that teacher turnover weakens the overall effectiveness of the educational system and results in a decline the quality of education. The study recommends targeted measures, including raising teachers’ salaries, enhancing administrative support, and fostering positive working conditions in schools, providing continuous professional development opportunities, and addressing student behavioural issues. Accordingly, significant recommendations have been made to alleviate these challenges.Item Practices of School Principals in Facilitating Teaching and Learning in Government Secondary Schools of Horo Guduru-Wollega Zone(Addis Ababa University, 2017-09) Kefyalew Kebede; Maeregu Biyabeyen (Asst. Prof.)The purpose of the study was to examine the practices of principals in facilitating teaching and learning process in secondary schools of Horo-Guduru Wollega zone, Oromia national regional state. Mixed research design was employed to attain the objective of the study. The samples included ten secondary schools of five woreds in the zone. The sources of data were secondary school teachers, principals, and supervisors. Data were collected using questionnaire, interview and focus group discussion. To analyze and interpret the data, both quantitative and qualitative data analysis techniques were applied. The result of the study revealed that there was low degree of principals’ practice in facilitating teaching and learning due to lack of experiences and skills. Besides, school principals were less effective in providing supervisory support, in creating positive teaching learning environment they were not applying practices of effectiveness. The ineffectiveness of secondary school principals in facilitating the teaching and learning process contributed to decrease in student achievement. Based on the study results, it was recommended that principals should provide appropriate support to update their skills and be supervised from time to time to be effective in facilitating the teaching and learning process and help them to achieve the goals of school they are leading.Item Factors Affecting Female Students’ Academic Achievements in Government Secondery Schools of Bole Sub City of Addis Ababa City Administration.(Addis Ababa University, 2025-05) Yergdu Tasew; Befekedu Zelake (PhD)This study explored the factors that influenced the academic achievement of female students in general secondary schools within the Bole sub-city of Addis Ababa. A mixed-methods research approach (Convergent Parallel Design) was employed. Utilizing both qualitative and quantitative sources of data, reliable data were gathered for this study. Data were collected through questionnaires and interviews across six secondary schools, involving 370 female students and 216 teachers selected through simple random sampling. Additionally, I took 8 principals using purposive sampling method. Descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. The findings of the study indicated that school-related factors impeded female students' academic achievement. Deficiencies in learning resources, extracurricular programs, effective teaching methods, individualized support, and feedback were major concerns. While female educators were seen as role models, their lack of encouragement and support was noted. Out-of-school factors also played a crucial role, with limited parental engagement, unsupportive home environments, and a lack of academic encouragement hindering success. Limited access to educational resources, parental educational backgrounds, and financial struggles further exacerbated these challenges. The data consistently pointed to the existence of significant challenges affecting the academic achievement of female students. These challenges spanned multiple domains, including socio-economic factors, cultural norms and expectations, personal factors, and household responsibilities. The findings underscored the need for comprehensive and targeted interventions to address these multifaceted issues and promote equitable educational outcomes for female students. Thus, it was recommended that a holistic support system be developed to address the interconnected challenges faced by female students, encompassing academic, social, emotional, and economic dimensions. Gender-responsive educational practices should have been implemented to challenge stereotypes, promote inclusivity, and cater to the diverse learning needs of female students. Strong partnerships between schools, families, and communities needed to be fostered to create a supportive ecosystem that prioritized female students' education and well-being. Key Words: Factors Affecting, Female Students, Academic achievement, Bole sub city.Item Community Participation in School Improvement Program (SIP): The Case of Addis Ketema Sub city Secondary Schools(Addis Ababa, Ethiopia, 2025-05) Anteneh Gebregziabher; Jeilu Oumer (Ph.D.)This study examines community participation in school improvement program (sip): the case of Addis Ketema sub-city secondary schools. Using a mixed research approach with descriptive research designs, data were collected from 377 participants selected through random, stratified, and purposive sampling from a population of 21,236. The data were analyzed using SPSS 26, applying descriptive statistics using questionnaire, interview and document review instruments for collecting data. The findings revealed that while parents were actively involved in program implementation, they felt excluded from decision-making. Teachers experienced moderate engagement but desired greater involvement, and students felt largely disconnected from SIP activities. Principals and supervisors, however, showed strong participation in decision-making, planning, and monitoring processes. The study concluded that the active involvement of parents, teachers, students, principals, and supervisors is crucial for improving education quality. However, resource constraints, administrative burdens, and barriers such as limited opportunities for decision-making, communication issues, and financial challenges hinder effective participation. Based on these findings, the researcher recommends increasing parental involvement in decision-making through regular meetings, enhancing teacher inclusion in planning, providing leadership training for principals, promoting collaborative leadership, and creating more opportunities for student engagement and leadership roles. The study suggests further research and policy makers to work and implement on diverse participation levels, including longitudinal studies and exploring communication strategies to engage underrepresented groups in SIP activities.Item Practices and Challenges of School Feeding Program In Yeka Sub-City Government Primary Schools, Addis Ababa.(Addis Ababa, Ethiopia, 2025-06) Almaz Fentaw; Dejene Nigussie (PHD)This study aims to examine the school feeding program's implementation and challenges at Yeka Sub City Government Primary School. The information was gathered from four schools' caterers (women who prepare meals), SFP committees, teachers, students, parents, school principals, and program officers. The study used a stratified random sampling technique and a descriptive research design to gather quantitative and qualitative data on the program implementation process and its difficulties. Women’s who prepare meals had a responsibility of preparing and serving the foods to the students. According to the study, every caterer had received training on how to prepare nutritious food for the program's successful implementation, and they all got health checkups twice a year. The survey also showed that the school-level feeding program is monitored at school level. The study revealed that the main challenges to program implementation are the high cost of food items and the inadequate allocated budget for a food. Additional obstacles to the program's seamless operation include inadequate cooking supplies and facilities, such as a dining room, a lack of electricity for food preparation, a shortage of fuel and water. Based on the findings, the study suggests enhancing and broadening the cooperation with stake holders in order to address issues pertaining to utilities and supplies. The school feeding agency should establish a permanent consultation period with stakeholders ((Women’s who prepare meals, principals, school feeding program officers, PTSA and school feeding committee) . Additionally, it should make sure that the menu is adjusted to reflect current market inflation and need to allocate adequate budget. It required created connection with producers and major distributors to supply goods and raw materials for women’s associations at discounted prices (egg. different goods and vegetable).It should make sure that the supply of electricity with the capacity to cook(three phase).Item The Role of Digitalization in Higher Educational Institutions: The Case of Addis Ababa University(Addis Ababa University, 2024-06) Emebet Hailemichael; Demoze Degefa (PhD)This study aimed to investigate the role of digitalization in HEIs in the case of Addis Ababa University questioning what effect digitalization has on enhancing student service; and to what extent AAU leadership possesses the readiness to embrace change. This research will be significant to AAU since it may provide critical information that could be utilized for policy reform and to make a paradigm shift in its investment in educational technologies and infrastructure. The research design is descriptive, and a pragmatic research approach is applied. Primary data sources were used, and multiple data-gathering instruments specifically close-ended questionnaires and semi-structured interviews were applied. Descriptive statistics were employed for data analysis. AAU has already fully digitalized the student service. This ensured the digital accessibility of the service through the online student portal. However, the accessibility and inclusiveness of the online portal to meet the needs of specially-abled students is under question mark. Leadership digital readiness can be explained as strategic level requirements i.e., predefining educational goals with digitalization; integrating ICT plan with institutional strategic plan; preparing institutional e-learning policy and guidelines; establishing e-learning partnership with different stakeholders like Arizona State University and China; designing digital literacy improvement program and engaging educators; financing digitalization through internal and external sources; building state of the art and installing LMS and fully digitalizing student service which is appreciated. Resistance to change will be a great challenge in digitalizing education. Therefore, assessing the digital behavior of educators, students, and support service experts and taking necessary development measures is mandatory. Keywords: digitalization, higher education institutions, e-learning, digital literacy, educational technologies