Department of Educational Planning & Management
Permanent URI for this collection
Browse
Recent Submissions
Item The Leadership Role of Private Secondary and Preparatoryschool Principals in Teacher Retention in Bole Sub City, Addis Ababa(Addis Ababa University, 2017-06-01) Abrham Nurhusen; Hailesellassie W/GerimaOnce considered managers of school buildings, principals have moved into the role of instructional leaders, charged with putting student learning .first in their realm of daily responsibilities. The extent of principal e.ffectiveness as it relates to retaining teachers in school buildings is in need of exploration. The extent and purposes of this study is examined the leadership role of school principals in teacher retention of secondmy and preparatory schools in Bole Sub city. Addis Ababa. The following six questions were asked to drive answers to this study: How are teachers hired and assigned in the schools? What are the major factors which cause teachers turnover? How is the school governance in the schools? what is the perception of teachers towards the role of the school principal in their retentions in the future? What types of effort were made by school leaders to retain their teachers in the schools? What are the major problems caused due to teachers' turnover in the selected school? Data has been collected .tram the sample of 80 working teachers, 15 former teachers and 6 principals, by using census for currently working teachers, available sampling technique for .former teachers and all principals. Data was gathered from teachers and principals by using questionnaire and interview respectively. Frequency, percentage, means, and Rank order were used to analyze data collected through questionnaire and document review. The data obtained from interview and open ended questions were analyzed qualitatively. Further the result of the data analysis indicated that teachers leave secondary and preparatory schools mainly due to inadequate salary and lack of bene.fits. Consequently, the remaining teachers instructional activities were disrupted and unqualtlied teachers were assigned as replacement; As a result, students did not get the proper guidance and knowledge that correspond with their level. Finally, creating conducive environment and other .fringe benefits. providing different appraisal, incentives and recognition, student discipline, increasing administrative support 'were some of the possible strategies forwarded to retain teachers.Item Leadership Problems in Managing Human Resources in Woreda Education Offices of Afar Regional State(Addis Ababa University, 2013-06-01) Ali Hussein; Melaku YimamThis study was conducted to assess the problems of leadership in managing human resources in selected woredas education offices of Afar regional state and propose the possible recommendations that the researcher believes that would bring a positive change to improve the overall situation in education sector of the region. In doing so, the study used quantitative and qualitative data from primary and secondary sources and structured and semi structured interview, questionnaire, and personal observation, as data collection tools employed. The collected data analyzed using descriptive statistics such as frequency and percentage; moreover the Pi-value from the calculated chi-square test was used to check whether there is a significance opinion differences among the respondents' . The assessment was done based on the ten competencies that leaders should acquire to manage the human resource of their organization. The result obtained from the study shows most of woreda education leader's exhibits Laissez-Fair style of leadership, which doesn ' t seem to be effective in organization that doesn't have well trained and highly professional expertise, the human resource of woreda education offices have been managed by two different offices in such a way that lacks coordination and clearly identified responsibilities, the human resource and leaders of woreda education offices are not playing their role as a leader in managing human resource of the woreda education offices. And to alleviate the problem the researcher recommend that leaders of woreda education offices should get an updated training that introduce them with the contemporary concept of the human resource management, the structure of the newly implemented BPR should be reconsidered and finally heads of woreda education offices should have at least the basics of the strategies and visions of the sector so that they can envision, lead and effectively utilize the capacity of their subordinates for the success of their office and the education sector of the region.Item Leadership Effectiveness of Secondary School Principals in the Segen Area Peoples Zone of Snnpr(Addis Ababa University, 2024-06-01) Teshale Tadesse; Befekadu ZelekeThe main purpose of the study was to investigate the leadership effectiveness of secondary school principals in the area peoples zone of SNNPR. To this end descriptive survey design was employed to collect and analyze data. Accordingly sampling was carried out through both simple random and purposive techniques, thus eight sampled secondary schools were selected from Konseo, Derashe, Amaro, Burgi, and Aile Woredas in the zone. The subjects of the study were 8 secondQ/y school principals. six Supervisors and 86 secondary school teachers. Data was gathered through open ended and clause ended written questionnaires as well as structured interviews. Data obtained from close ended questionnaire were analyzed using percentage and mean and those from open ended and the interview were analyzed qualitatively. The research result indicated that the majority of secondary school principals don't participate all of their staff -members in the formulation of the vision, mission and goal statements of their schools, most of the principals did not employ various leadership styles and approaches of motivation, they didn't use power sharing method, and also they do not assign the works of their schools based on the maturity level, competence and commitment of staff- members. Furthermore the majority of principals did not reflect their experiences to their staff members, they didn 't employ participatory decision making absence of participatOlY formulation of vision mission and goal statements absence of employing various styles of motivation, not using power share style, absence of assigning work based on maturity level commitment competence of the staff members hindered the school principals not to be effective ' As a result these possible insights were recommended as follows: Secondary school prinCipals of the Segen area people zone, Should give the opportunity to participate all the stakeholders in the formulate. oj vision, mission and goal statements oj schools. ,should try to keep the mission statements in the minds oj each staff member, should employ various styles oj leadership and employ various approaches oj motivation, and they should use powers share style oJ leadership and alsol assign the work of their schools, based on the maturity level, competence and commitment oJtheir JollowersItem Practices of Distributed School Leader Ship in Preparatory Secondary Schools of Addis Ababa City Administration(Addis Ababa University, 2024-06-01) Tesfaye Feleke; Ayalew ShibeshiThe pwpose of this study was to assess the practices of distributed school leadership in preparatory secondmy schools of Addis Ababa city Administration. The study deals with examining the actual practices of distributed school leadership in government schools by guiding three research questions. The research methodology employed in the study was both quantitative and qualitative approaches. Accordingly, a questionnaire was prepared to be filled by teachers, vice principals and department heads. For the qualitative portion, interviews were administered to all principals in the selected schools. Regarding the questionnaires. distributed to sample size of 143 teachers, 68 vice principals, unit leaders and department heads, were returned, producing an overall 77.25% return rate. Of which 55 (29.7%) were school leaders and 108 (58.37%) were teachers. The findings of the study revealed that distributed leadership is not/moderately practiced as expected due to lack of knowledge/experience and qualification in the profession. Finally, based on the findings and cone/usions, recommendations were made on capacity building and empowering of different experts to apply their knowledge and skill in practicing distributed leadership for sustainability of school improvement.Item A Study on Principal's Instructional Leader shlp effectfiveness and Influencing Factors in Senior Secondary Schools of Amhara Region(Addis Ababa University, 1998-05-01) Temesgen Melaku; Yalew IngidayehuThe purpose of this study is to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in senior secondary schools of Amhara Region.Leader's engagement in deflning the school mission, managing curriculum and instruction, supervising instruction, monitoring student progress and promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held like personal characteristics, organizational characteristics and district/zone administrative characteristics were treated as influencing factors. To this end, the study was conducted in 14 senior secondary schools selected from 6 zones by using a combination of stratified and quota sampling techniques. Twenty six school leaders, 192 teachers and 6 supervision staff were used as the subjects of the study to obtain the necessary data. Questionnaire, document analysis and unstructured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage, Pearson's correlation coefficient and t-test statistical instruments. Findings from the data analysis revealed that most school leaders are strong (effective) neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department head, number of credit hours taken in educational fields and level of education appeared to have significant relationship with ILE. And hence, longer experience,more credits and higher level in the above characteristics, respectively contributed positively to the success of leaders in their instructional leadership role. Of the organizational characteristics, greater availability of instructional resources, professional norm that greatly value leaders' participation in curricular and instructional issues, and Jarger teaching staff size contributed positively to ILE, whereas greater role diversity lowered their ILE. Among the district/zone education department characteristics, generally, the manifest emphasis of expectatior.s of higher officials on activities other than instructional leadership or matters that are secondary to ILE as well as high degree of fmancial and supply delivery problems, untimely teacher transfer and delay substitUtes to and deployment of teachers have significantly influenced ILE in the negative direction. In sum, these findings indicated that ILE is a function of personal, organizational and district/zone education department characteristics (factors). Following the fIndings and conclusions drawn, it is recommended that REB in collaboration with zone and district education departments should define the instructional leadership roles of leaders clearly in terms of the five dimensions, provide trainings in the area, revise and improve the selection and appointment criteria of leadership positions, reduce and improvethe organizational and district/zone factors debilitating instructional leadership role of the leader.Item Current Status, Practice and Problem of Continious Assessment in Secondary Schools in South Gondar(Addis Ababa University, 2012-06-01) Diensa Muluken; Yalew EngdayehuThe purpose of this study was to assess the practices that were carried out by South Gondar secondary schools in implementing continuous assessment, and to investigate those factors that were constraining such endeavors. To this effect, descriptive survey method was employed. The data were collected from 87 teachers, 400 students, in order to get sufficient data, 6 school principals, 6 educational supervisors and 2 zonal supervisors of 6 high schools were also interviewed. Questionnaire, interview and document analysis were used as instruments of data collection. Gathered data were analyzed using frequency counts and percentage. Qualitative data were also analyzed qualitatively. The findings of the study revealed that both the teachers and students have positive attitude towards continuous assessment implementation. However, the practice of continuous assessment was very low because the awareness level of teachers and student were low. Majority teachers were mostly used class work, homework as continuous assessment technique however, most important assessment techniques project work, field work were rarely used by teachers. This implies that teachers are not effectively implemented continuous assessment in assessing their students educational performance. Finally, recommendations were put forward based on the major findings to minimize the problems affecting the effective implementation of continuous assessment. Firstly, provision of training should be held on how to practice CA to guide teachers in preparing tasks and activities and to equip them with skills to carry out quality continuous assessment. Secondly, School principals and management should distributed clear continuous assessment guidelines to all teachers. In addition, school administration supervises and support implementation of continuous assessment.Item The Assessment of Students' Accommodation Services in Higher Educational Institutions: The Case of Haramaya Universty(Addis Ababa University, 2012-04-01) Dawed Beker; Yekunoamlak AlemuThe objective of residence halls at the University is not only to provide a place to sleep, but also to provide Conducive educational environments. The purpose of the study is to analyze the current practices of accommodation services available in HU that affect the students' educational development. To examine the attitude of students towards accommodation services available in HU and to identify the needs of the students to be fulfilled by HU authorities. This study is a descriptive survey design. This survey type is the best tool to obtain information concerning the current status of the problem and to interpret and dray\! conclusions from the facts discovered. The researcher used both quantitative and qualitative methods. The main participants of the study were regular students of the Haramaya University, main campus during 2010 - 2011. The strata composed of male and female student's. The total numbers of students were 11,568 and out of these 9.156 were males and 2,412 were female. The samples from both male and female students were selected using the proportional sampling techniques. The samples for male students were selected from 33 different buildings and female students sample were selected from seven different buildings. The researcher had selected samples of 2.5 % of students from both sexes. Hence a total of 229 male and 60 females were included in the study. From the samples selected, the researcher had received the responses of 208 male and 52 female students' respondents. The data sources and data collection methods were ./i•om primary sources through physical observations, questionnaires and interviews and the secondary data sources were also collected from different documents, different books, internet, desk research and other relevant documents. Both quantitative and qualitative data analysis were employed to come up with the results of the study. The result of the study revealed that the facilities provided by HU were good and fair. But, the services provided by HU were very weak and very poor. Similarly, the study identified shortage of water supply that has negative impact on educational performance of students. This study implies that HU is changing from time to time. However, still it has to do much regarding learning resources and services. [n this regard, first and foremost; assessment of such kind should be developed as a culture in the University. Moreover, as a learning institution, HU needs to take timely corrective measure so that it can create conducive environment for successful and effective learning environment, that is, best management of student servicesItem Leadership Practice and Its Contribution to Student Academic Performance in the Second Cycle Primary Schools of Garno Gofa Zone(Addis Ababa University, 2012-06-01) Betta Tsemato; Ayalew ShibeshiThe purpose of this study was to investigate the effects of the current leadership practice on thestudents' academic performance in the study area and then to suggest ways of alleviating theproblem. To this end, descriptive survey research design as well as both quantitative andqualitative research methods was employed. The study included 2 sample schools selected bymaximum variation sampling technique based on the highest and the lowest academicperformance. A total of 330 subjects composed of 14 school leaders, 66 teachers and 250students were included. The entire population of the subjects was included except for studentrespondents which were selected by simple random sampling technique. Questionnaires of 330copies were distributed among which 315 were collected; focus group discussion was conductedwith the school leaders; and relevant documents were reviewed to enrich the data obtainedthrough the questionnaires. The quantitative data were analyzed using independent samples testand multiple regressions through SPSS version 15. The qualitative responses were analyzedin narration. The findings indicated that leadership practice and learning environment had higheffect on academic performance. Moreover, the study indicated that more effective leadershippractice in Zada Primary School enhanced academic performance regardless of poor learningenvironment, whereas less effective leadership practice in Banda Primary School hinderedacademic performance regardless of more conducive learning environment. Thus, the researcherrecommends that the school leaders in the study area need to apply appropriate leadershipstyles, they need to improve leadership practice through providing short term and diploma leveltrainings, and through undertaking leadership development programs. Besides, alternativesolutions need to be sought through rigorous researchItem Students' Absenteeism and Truancy of Students in Government General Secondary Schools of Arada Sub-City(Addis Ababa University, 2016-06-01) Berhanu Worku; Jelilu OumerThe main objective of the study was to assess the student's absenteeism and truancy in Government general secondary schools in Arada sub city in Addis Ababa .Absenteeism andtruancy are two of the major causes that are obstacles to the teaching learning process. A descriptive design was used to conduct the study. To achieve the objective, the study used aqualitative as well as quantitative research method (mixed methodology). Questionnaires,interviews and Focused Group Discussion tools were used to collect the data. Of the studentsthat reside in the selected three schools, 200 students were selected at systematic random sampling and were provided with the questionnaires in the selected schools. And, to take part the focus group and personal interviews, from the aboverespondents a total of 70 people were selected using systematic random sampling method. The study used purposive sampling in selecting schools from the population to get sufficient information. The analysis of the data was conducted using mixed methods. The analysis of the first stage, filled questionnaires were analyzed by tallying and calculating the frequencies and for the second stage data was analyzed using Root Cause Analysis (RCA) techniques. And finally,comparison of quantitative and qualitative results was used. The results obtained in this research indicated that of the student respondents 85% were absent at least once and 65% were absent at least twice in the school year. The result alsoindicated that both students and adult respondents blame personal factors like lack of school value and school factors like unattractive school environment for the student's absence. As a conclusion, this study has shown that the problem of absenteeism is quite prevalent in the selected schools education landscape. The study also has shown the majority of the causes for students absenteeism and truancy stem from personal causes of poor grades, lack of value towards education and the Friday mentality and the school causes of unattractive school environment, lack of proper school recreational areas and discouraging subjects. This study also suggested that majority of the causes could be followed back to their root causes that deeply lie on their personal causes and the attributable school causes. And the major recommendations of the study were to empower students first, Make the school an attractive place to learn with enough sources of recreation and to conduct additional studies with larger and comparative samples to improve knowledge on the subject matterItem Teacher's Participation in Decision-Making in Selected Secondary School of West Shoa Zone(Addis Ababa University, 2012-06-01) Bekele Duressa; Teshome TolaThis study had tried to investigate the extent of teachers' participation in decision-making and identified the areas of decision-making in which teachers participate most and least.Moreover, the study investigated the extent of school principals' effort to facilitate teachers'involvement and identify those factors that influence teachers ' participation in decision making in secondary schools of West Shea Zone. To conduct the study, a descriptive survey was used six Secondary schools from the zone were selected by using random sampling method. Then, all principals of the schools were taken by purpose sampling techniques and teachers were selected by random sampling method. The subject of the study included a total of 136 teachers and 18 principals. For the purpose of analysis, different statistical techniques such as percentage, mean, and standard deviation ·were employed. For its statistical testes of significance chi-square, Spear man's rank correlation and one way ANOVA were used. The final analysis of the result indicated that, limited degree of teachers' participated most in issues related to school curriculum and instruction and least in school building efforts. In participation in school decision making was observed and they were addition, analysis of the result revealed that the effort made by school principals ' in making, providing incentives, establishing and maintaining good interpersonal relationship and accepting supporting teachers and establishing an environment of trust in decision decision made independently by teachers' were found to be low. The result of analysis also indicated that lack of trust between teachers and principals was the major factor that hindered teachers' participation in decision-making. Based on the findings obtained, to increase teachers' participation in all areas of decision making and to make principals effective and efficient in facilitating teachers involvement as well as to reduce those factors that affect their involvement, short-term and long-term training should be given by Regional Education bureau, Zonal Education office and Wordage Education office are recommended for teachers and principals, respectivelyItem Major Managerial Problems of General Secondary School Principals in SNNPRS(Addis Ababa University, 2008-06) Seyoum Kinfe; Zenebe BarakiThis study was conducted to explore tile major manager anal problems encounteredby genial secondary school principals in SNNPRS and to for unled possibleecommendations. To this effect, descriptors research method was employed.Questionnaires were used as data gatherings tool. The data were collected from two zones and one special woreda of the region using purposive samplingtechnique they had more untrained principals than others. In the samplestudy areas, eight general secondary schools were selected by 10ttenJ samplingtechnique. A total of 151 teac1lCrs, 13 principals and 41 woreda educationofficers were included as subjects of the study using by availability sampling.The data tabulated were analyzed with the help of percentage, mean weightedmean, chi-square test and t-test. The findings of the study repealed out thatGSSPs in the study areas were Total qualified. Besides, they did not '/Quesufficient training to run the schools. Further more, they were assigned by WEODue to these, untrained principals faced many problems. For instance,management functions ,planning staffing, and reporting) were rarely practiced.More outer, they lacked appropriate and relevant skills to carry out their day today activities. Specifically, teachers were not interested by management styles of principals; parents, NGOs and employers were not motivated to participate in the school activities; and the attention given by those principals to profession a ldevelopment was minimal. Thus, various interventions are important to save the endangered school management. Accordingly, the appointment of school principals should be on the basis of profession and principals should be trained and qualified before they become principals. .Item An Assessment on the Management Capacity of the Education Department in the Ministry of Defense(Addis Ababa University, 2003-06) Yohannes Asgedom; Seyoum TeferraThe purpose of this study was to make an assessment of the management capacity of the EducationDepartment and to identify the major problems of management at theEducation Department in theMinistry of Defense. Organizational structure, shortage of man power, qualification and experience of the education department, and division heads, staff authority andthe management practices such as pharming,organizing, directing, controlling, utilization of resource and information flowwere used as indicatorsto assess the management capacity of the Education Department.To this effect, the study was conducted in 2 primary, 3 secondary schools andthe member staff in theoffice of the Education Department were used as subjects of the study to obtainthe necessary data.Questionnaire, unstructured interview, document consultation and personalobservation were the instruments used for the data collection. The data collected through thequestionnaire were analyzedusing the t-test, ANOYA, percentage and mean rank statistical instruments. Findings from the data analysis indicated that no attention was offered tomanagerial practices eventhough every manager at all levels of the education system should have been equipped with thenecessary managerial skills in order to manage the system effectively and efficiently. In most cases,individuals are assigned as the education department and division heads being members of the armyregardless of the qualification required for the positions. The educationmanagers and other employeesin the Education Department lack skills and insights in management. There are1-2 vacancies in each division of the Education Department. In addition to this, the authority delegated to them is notadequate enough to do the job. The mishandling of instructional material, latearrival, improper utilization of resources, inadequate provision unfair distribution and the failureto release budget ontime, procuring poor goods and services and to manage conflicts are exactlyattributed to inefficientmanagement. In general, these findings revealed that the EducationDepartment has no capacity to manage the education system. In line with the findings and conclusions drawn, it is recommended that theMinistry of Defense incollaboration with the Federal Civil Service commission and Ministry of Finance need to classify revise the criteria used for selecting and appointing heads of the divisionspositions in the Education Department, develop new organizational structure,make wider study andfurthermore the MOD needto develop different training packages in the area of education management totrain employees thatwork in all levels of the education system in the Education Department.Item Teachers' Perception of Factors Affecting the Motivation of Teachers in Kolfe Keraniyo Sub city Primary Schools(Addis Ababa University, 2014-04) Tadele Zeberga; Ayalew ShibeshiThe objectives of this study are to examine factors affecting motivation of primary school teachers in kolfe keraniyo sub city education office. The respondents of the study were primary school teachers of Kolfe Keranyo sub city education office which were taken as representative of the entire teachers 'population. These respondents were selected by random sampling technique. To achieve the study objectives information from primary sources (questionnaires and document analysis) and secondary sources such as review of related literatures, were used. Based on the data collected, each basic question was examined using statistics of percent, average and mean. The major finding was majority of primer school teachers joined the teaching profession with the base of their own interest and decision. However fewer amounts of the joined teaching due to various reasons for instance some are forced by their results or admission points, missed other job and as a result shifted in to teaching, pressurized by others to choose teaching. After joining the profession some of the working conditions create satisfaction of teachers for example responsibility , work load , interpersonal relationship , opportunity for education and being beneficiary through experience were found to be factors for motivation of teachers. In the last research question, which examined how much the school leadership and management motivates teachers, found that directors and coordinators did not discover what motivates their staff and also did not distinguish individual factors for teachers' motivation. Furthermore, activities of planning, monitoring and evaluation, reward system, offering advancement and promotion and offering chances for education were done in average weight. This last finding and utilization problem of budget also found as challenges oj school directors and coordinators to motivate teachers. Conclusions made about factors which affect teachers' motivation, these include the area of leadership and management, economic factors, social factors and possibilities for growth as well as recognition were from main factors. Major recommendations which have been drawn by the researcher to avoid de-motivation oj teachers were the application of participatory management and leadership. In addition it is also recommended that educational Opportunities should be provided to all teachers of primary school so that to help them upgrade themselves through further education. On top of these two it is also recommended that hygiene factors, such as salary, fringe benefits and administrative factors should get serious attention in federal government and should use flexible, market focused, and inflation considerate payment structure.Item An Assessment of Factors Affecting Teachers to Carry out Action Research ,With Special Reference of the Upper Primary Schools of Sidama Zone(Addis Ababa University, 2004-06-01) Aster Alemu; Ayalew ShibeshiAction research has the potential to generate genuine and sustained improvements in schools. It gives educators' new opportunities to reflect on and asses their teaching, to explore and rest new ideas, methods and materials. Perhaps the most important is the fact that it helps educators to be more effective in following up the development of their students. This study aimed at examining the current status 0 faction research in the upper primary schools of Sidama zone. Besides, factors affecting teachers to carry out action research was systematically investigated. The research methodology employed was descriptive survey. The study was conducted at thirty upper primary sample schools that are found in Sidama zone. A total number of fifty-eight principals and three hundred teachers were involved to generate the necessary data. Availability and simple random sampling techniques were used to draw principals and teacher respondents respectively. Moreover, zonal supervision head and wereda educational support and supervision section representatives were also included in the sample. Questionnaire, unstructured interview and document analysis were used to collect the data. Percentage, means, chi-square, t-test and spearman's' rank order correlation were employed in the analysis of the data. Overall the survey study revealed that lack of resources, absence of on the job training, shortage of finance and the underdeveloped research culture were the major problems of action research activities in the schools. Besides, lack of moral and material incentives, limited research knowledge and skill of teachers, inadequacy of research courses at TTls and TTCs have contributed negatively for its low development. The study revealed that there is very little research outcome in the upper primary schools of Sidama zone. Despite the existence of many inconveniences, respondents still believe that teachers should be engaged in research work using the available resources to improve their teaching methodology. Recommendations for addressing these issues include, among other things, long and short -term workshops, seminars, and offering intensive research courses in TTls and TTCs. Moreover allocating budget, assigning responsive and capable individuals, who have potential to facilitate the work at the wereda level, could make significant difference. In addition rewarding teachers who attempt and make effort to conduct action research, creating favorable conditions by providing facilities and encouraging the development of research culture are also recommended based on the research findings.Item Teacher's Participation in Decision-Making in Selected Secondary School of West Shoa Zone(Addis Ababa University, 2012-06-01) Bekele Duressa; Teshome TolaThis study had tried to investigate the extent of teachers' participation in decision-making and identified the areas of decision-making in which teachers participate most and least. Moreover, the study investigated the extent of school principals' effort to facilitate teachers' involvement and identify those factors that influence teachers ' participation in decision making in secondary schools of West Shoa Zone. To conduct the study, a descriptive survey was used six Secondary schools from the zone were selected by using random sampling method. Then, all principals of the schools were taken by purposive sampling techniques and teachers were selected by random sampling method. The subject of the study included a total of 136 teachers and 18 principals. For the purpose of analysis, different statistical techniques such as percentage, mean, and standard deviation were employed. For its statistical testes of significance chi-square, Spearman's rank correlation and one way ANOVA were used. The final analysis of the result indicated that, limited degree of teachers' participation in school decision making was observed and they were participated most in issues related to school curriculum and instruction and least in school building efforts. In addition, analysis of the result revealed that the effort made by school principals ' in supporting teachers and establishing an environment of trust in decision making, providing incentives, establishing and maintaining good interpersonal relationship and accepting decision made independently by teachers' were found to be low. The result of analysis also indicated that lack of trust between teachers and principals was the major factor that hindered teachers' participation in decision-making. Based on the findings obtained, to increase teachers' participation in all areas of decision making and to make principals effective and efficient in facilitating teachers involvement as well as to reduce those factors that affect their involvement, short-term and long-term training should be given by Regional Education bureau, Zonal Education office and Woreda Education office are recommended for teachers and principals, respectively.Item An Assessment of Factors Affecting Teahcers to Carry out Action Research, With Special Reference of the Upper Primary Schools of Sidama Zone(Addis Ababa University, 2004-06-01) Aster Alemu; Ayalew ShibeshiAction research has the potential to generate genuine and sustained improvements in schools. It gives educators' new opportunities to reflect on and asses their teaching, to explore and rest new ideas, methods and materials. Perhaps the most important is the fact that it helps educators to be more effective in following up the development of their students. This study aimed at examining the current status 0 faction research in the upper primary schools of Sidama zone. Besides, factors affecting teachers to carry out action research was systematically investigated. The research methodology employed was descriptive survey. The study was conducted at thirty upper primary sample schools that are found in Sidama zone. A total number of fifty-eight principals and three hundred teachers were involved to generate the necessary data. Availability and simple random sampling techniques were used to draw principals and teacher respondents respectively. Moreover, zonal supervision head and wereda educational support and supervision section representatives were also included in the sample. Questionnaire, unstructured interview and document analysis were used to collect the data. Percentage, means, chi-square, t-test and spearman's' rank order correlation were employed in the analysis of the data. Overall the survey study revealed that lack of resources, absence of on the job training, shortage of finance and the underdeveloped research culture were the major problems of action research activities in the schools. Besides, lack of moral and material incentives, limited research knowledge and skill of teachers, inadequacy of research courses at TTls and TTCs have contributed negatively for its low development. The study revealed that there is very little research outcome in the upper primary schools of Sidama zone. Despite the existence of many inconveniences, respondents still believe that teachers should be engaged in research work using the available resources to improve their teaching methodology. Recommendations for addressing these issues include, among other things, long and short -term workshops, seminars, and offering intensive research courses in TTls and TTCs. Moreover allocating budget, assigning responsive and capable individuals, who have potential to facilitate the work at the wereda level, could make significant difference. In addition rewarding teachers who attempt and make effort to conduct action research, creating favorable conditions by providing facilities and encouraging the development of research culture are also recommended based on the research findingsItem The Practices and Challenges of Action Research in Secondary Schools of Addis Ababa(Addis Ababa University, 2012-06) Tadesse Endayelalu; Tadele HagosThe purpose of this study was to explore the factors that hinder action research implementation by government and private school teachers in CGIIIISS. To this end, both quantitative and qualitative research approaches were used for data collection and analysis. The subject o/the study were 172 government and 27 private schoolteachers, 8 government school principals and 8 private school principals, 2 Officers working at Education Bureau, and 4 Officers working al Sub City Education Office. A questionnaire was used to collect data from teachers, interviews were held with principals and educational officers to complement the il1formation obtained through questionnaire. Document analysis was also made to validate and triangulate Vermilion .from different sources. Descriptive statistics (mean, standard deviation and percentage), total mean score was used to analyze quantitative data. The results of teachers’ questionnaire, principals' interviews were found significantly consistent on the issues raised. however, discrepancy was observed between the results of educational officers ' interview und the information Form teachers ' regarding (perception and research competence) towards the role of act ion research. Teachers ' potential towards action research was found 1701 promising for government school 23% and for private school j 8.5% of them engaged in action research. The majority of the research works 77.5% for government school and 100% for private school focused on fragmented and specific class rooll1 skills rather than unified school wide academic issues. li1e practice of identifying the cause of educational problems and seeking solutions with action research was found at infancy stage in both government and private schools, especially in private schools it is not completely given attention. The involvement and support of the principals and educational officers to teachers to be involved in action research in government school of Addis Ababa was found minimal and low, while in private schools of Addis Ababa it was found none. The major factors that impede teachers from involving in action research where: over load in teaching and other committee activities, unsupportive trend, lack of financial support, and lack of facilities in school for research •work. Hence, it was recommended that the school principals and educational officers at various levels should create supportive .system for research culture in schools to overcome the challenges. For instance, designing short term refresher courses at SCEO \CEB levels to build the capacity of the teachers for research competence is the one. Besides, principals and educational officers at SCEO\AACEB should promote best research works through different means and must motivate best performers in order to enhance research works at school level.Item Techers' and Students' View on Stakeholders' Participation in School Leadership in General secondary schools ofne kemte Administrative Town(Addis Ababa University, 2016-10) Teressa Jembere; Yekunoamlak AlemuThe purpose of the study is to investigate and assess the effectiveness of the techers' and students ' view on stakeholders' participation in school leadership in general secondary schools of Nekemte town. school stakeholders' participation in school leadership in four government schools of Nacelle town. The samples were include 8 principals , 59 teachers (department heads lInit leaders, class room teachers) and 76 students offour second my schools, 8 school PTA members, two KETE of sample schools and one 'town education supervisor selected through simple random sampling technique and pwposive sampling method . Both quantitative and qualitative research methods are employed and data is collected using questionnaire, interview, focus group discussion and document analysis. Method of statistical analysis with statistical and presentational system softy ware(SPSS) using percentage ,mean, and t- test are conducted on school stakeholders active participation in school leadership in secondmy school of Nekemte Town. Totally 155 respondents were selected. The finding of the study reveals, KETB, PTA, teachers, and students do not actively participate in school leadership to promote teaching and learning process and to minimize disciplinary problems around the schools that sometimes can disrupt the normal teaching and learning process. From these, we conclude that the school stakeholders do not work hard cooperatively with other school communities ,teachers, principals concerning school administrative }\lorks like planning organizing, implementing and evaluating school activities. It is recommended that stakeholders need to mobilize and facilitate parents, community. to actively participate in the school leadership, school planning, implementation and evaluation. In addition they must know the school mission and vision. The school community also needs to have clear awareness about the concept of peaceful learning environment. The parents need to follow up their student (children) in the school and out of the school. They should participate in school planning, and leadership. Parents should establish home environment to support children as students home visits. (parenting) and parents to help their children at home to promote students ' academic achievement in schools. Parents have to advise and control the misbehaving of students with their teachers Key words: Stakeholders participation, school leadership, General secondary school and Nekemte townItem Assessment on Knowledge Management Practice at St. Mary's University(Addis Ababa University, 2016-06) Wubetie Wondimu; Yekunoamlak Alemu.The purpose of the study is to assess how knowledge management practice are held in one of higher Educational institution; Stammer University. In this regard, the study reviewed related literature on the concept of Knowledge Management, dimensions of Knowledge Management, its benefits and the emergence of KM, the need and practice of KM in higher institutions. In order to meet the objective of the study, descriptive survey research method was employed. The total sample !Vas 976 and friar the 125 sample has taken; the researcher incorporated 95.2% (119) of the sample population as respondents. Thirty seven 37(100%) of the administrative stats, thirty 30(100%) of the academic staff and fifty two 52(89.7%).Both Qualitative and Quantitative data gathering method has used using the questionnaire and the interview as a tool. Four participants were involved the academic staff, the administrative staff and student for these respondents the questionnaire is used to gather the data. For the RAKMO team the researcher used an interview in order to gather relevant data. For prime sources of data questionnaires, and interviews were used in collecting relevant data. The data obtained through the questionnaire were analyzed using SPSS version 20.0. Descriptive statistics, percent, mean standard deviation and One Way ANOVA were used. The interview results were presented in a narrative form accordingly. The finding of the research had revealed that St. Mary's University has established the Research and Knowledge management office. However, there has not been found any policy or a guideline that leads the department. Further, it has been observed that there is lack of scope (reaching the school community, by bringing Knowledge management practice to the classroom level i.e. in the teaching learning process). Moreover, there is lack of awareness by the students about the department and its work. Therefore, it is concluded that the institution has a limitation on scope in addressing their objective on a better way. Based on the finding the researcher recommend that the institution has to work on the problems stated, i.e. established policies and determine the scope of how the department can divers{!y its work in order to go fowled Key words: Knowledge Management, knowledge Sharing, knowledge cultureItem A Comparative Study of Material Resources Management and Utilization in Government and Non-Government Tvet Institutions in Addis Ababa(Addis Ababa University, 2007-07) Worku Berihun; Yalew IngidayehuPast studies about the management of educational material resources found that there was different improper utilization and handling of material resources. Such improper implementation of materials management function can lead to resource wastage. The purpose of this study was to investigate the status of material resources management and utilization in government and non government TVET institutions in Addis Ababa. To this end, an attempt was made too look into the major factors that affect the proper management and utilization of material resources. In order to attain the objectives of the study, a comparative study was employed to identify the similarities and differences between three government and three non government TVET institutions. These training institutions were selected by the purposive sampling technique for government institutions and by availability sampling technique for NGO institutions. The subjects of the study were teachers and students who participate in filling out the questionnaires and Deans and Administration and Finance Heads who were interviewed for fulfilling the study and additionally the researcher has made observation on the sample institutes. The data were gathered from 1 16 teaching staffs and 146 students from both institutions. In addition 6 deans and 6 administration and finance head officials were interviewed. The data obtained from questionnaires were analyzed by using statistical tools like percentage, weighted mean, and cumulative mean Chi-square, t-test and Spearman's rank order correlation. Some of the major findings were the material resources were less adequate in government institutions than NGOs, immediate material resources were obtained in NGOs than government institutions, the quality of material resources were better in NGOs, more idle machines were found in government institutions and the performance of teachers, students and workshop technicians were better in NGOs than government institutions. In both institutions the time taken for purchasing was very high, but it was sever in government institutions and preparing the proper specification was as such a problem for purchasing. Therefore, prepare proper specifications for purchasing issues, revise the rigid financial rule for delivering immediate materials supply, assign a knowledgeable person for materials management, applying proper maintenance in TVET institutions, assign TVET officials who have a technical background and for effective utilization and management of material resources and creating awareness on the job training is a vital aspect.