Educational Planning and Management
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Item The Practices and Challenges of Instructional Leadership in Improving Students Academic Achievement the Case of Secondary Schools in Majang Zone Gambella Regional State.(Addis Ababa University, 2024-06) Mohammed Mustefa; Demoze Degefa (PhD)The purpose of this study was to assess the practice and challenges of instructional leadership in improving student’s academic achievement in the secondary school of Majang Zone, Gambella Regional State. To achieve this, basic questions were raised regarding the instructional leaders uses of time, the implementation of principals the dimensions of instructional leadership, the extent of school leaders discharge their instructional duties, school leadership style used for students’ academic achievement and challenges of instructional leadership. The study employed the descriptive survey design. Out of 2 weredas, 6 secondary schools were selected through availability sampling technique. Data for the study were collected through questionnaire, interview, and document analysis. Questionnaires were prepared and administered to 120 teachers and 2 supervisors are were included in the study through available sampling technique. Pilot test was carried out on Godere mission secondary school to check the reliability and validity of the questionnaire. Interview questions were prepared to 6 secondary school principals, vice principals and 4 woreda and 2 zone educational experts. The data collected were analyzed by using percentages, mean and standard deviation. The findings of this study revealed that, school leaders were did not spent their time to improve students ’academic improvement rather they spent much of their time for administrative and paper work; less commitment of leaderships to implement the dimensions of instructional leadership to improve students’ achievements; poor achievements of students on education and factor which affect instructional leadership such lack of vision, teachers turnover, refusal of constructive feedback, lack of trust among teachers and between teachers and principals, principals overloaded by so many task and incompetence of school leaders were challenges for instructional leadership to improve students’ academic achievement. From the findings, it was recommended that, the wereda or the zone education experts should build leadership capacities of the school leaders; school leaders alleviate intervention on teachers’ educational task. School leaderships should strongly committed and use their time for academic activities rather than in their school administration in order to involve staff in confidence to enhance academic achievements of students.Item Challengesof Practicingteachers’performanceappraisal in Governmentsecondary Schools of Kirkos Sub City(Addis Ababa University, 2024-06) Sisay Alemu; YekunoamelakAlemu (PhD)The primary aim of this research was to explore the challenges associated with practicing teacher performance appraisals and to assess whether these appraisals serve as an effective approach to managing teacher performance. A descriptive survey analysis was utilized for this study, employing a sequential explanatory mixed-method approach with a stronger emphasis on quantitative data. The study focused on the four schools within Kirkos Sub City. Data collection involved 139 teachers, 16 department heads, and 48 student council members, selected through systematic random sampling. Additionally, a census sampling technique was used to include all 16 directors (four from each school), 10 sub-city supervisors, and 24 parent union members. The researcher employed a questionnaire with both closed-ended and open-ended questions to gather data from the teachers, while interviews were conducted to obtain in-depth insights from principals, supervisors, and department heads. Furthermore, focus group discussions (FGDs) were held with sample student council members and PTA respondents. Relevant documents related to teacher performance appraisal practices and implementations were also reviewed. Quantitative data from the closed-ended questionnaire responses were analyzed using methods such as frequency, percentage, mean, and standard deviation. The qualitative data from interviews, open-ended questionnaire responses, FGDs, and document analysis were used to validate and triangulate the quantitative findings.The research findings revealed that the practice of teacher performance appraisal in the secondary schools of Kirkos Sub City was suboptimal. Issues identified included flaws in the design and purpose of the appraisal system, negative perceptions among practitioners, the absence of pre-appraisal meetings, infrequent classroom observations, lack of feedback and discussion, insufficient training for both appraisers and appraisees, unclear and inconsistent criteria, subjectivity and bias, and the failure to use relevant information in teacher evaluations. Inconsistency in the appraisal practice was also noted. To address these issues, the researcher recommended several strategies for the secondary schools in the study area: planning and assigning student appraisers at the start of the academic year, maintaining consistent and ongoing classroom observations, designing a reliable feedback system, providing training for appraisers, raising awareness among both appraisers and appraisees, developing comprehensive appraisal criteria encompassing all school programs, involving peers in the appraisal process, and incorporating self-appraisal as a source of performance information.Item Factors Affecting Instructional Supervision in the Primary Schools of Wathoa Woreda, Gambella People National Regional State(Addis Ababa University, 2024-06) Stephen Khor; Kenenissa Dabi (PhD)The goal of this research was to explore the factors that influence instructional supervision in Wanthoa Woreda's primary schools. A Descriptive survey design was used to explore the actual facts and practices in the current situation and to make potential solutions. The survey included 98 out of 130 teachers and four directors. Simple random sampling was used to pick teachers from four of the eleven schools. While directors were chosen through selective sampling in those four schools. Thus, 102 respondents completed and returned the surveys. To ensure dependability, data were obtained by a questionnaire, semi-structured interviews, and document analysis. Quantitative data gathered via closed-ended surveys were analayzed using frequency and percentages. The data gained through open-ended interviews and document analysis were subjectively examined to supplement the quantitative data obtained. In addition, the key issues noted are a lack of necessary training, a lack of transparent communication between supervisors and teachers, a lack of supervisory rules, and supervisors who are overburdened with classroom activities and administrative tasks. Based on the findings, it is recommended that classroom observations be undertaken, an open discussion between supervisors and teachers about practice and supervision options be held, supervisor and teacher training be provided, and clear instructions on instructional supervision be written. Keywords: Influences, Instructional supervision, Primary schools,.Item Practice of School Improvement Program Implementation in the Selected Secondary Schools in Lideta Sub-City(Addis Ababa University, 2024-06) Tadege Abebaw; Jeilu Oumer (PhD)The purpose of the study was to assess the Practices of School improvement Program for implementation in Lideta sub-city. Methodologically descriptive survey design and mixed research method was employed. Quantitative and qualitative data was used. The study was conducted in three secondary schools. From each sampled schools, teachers are selected in simple random sampling whereas principals, supervisors, School Improvement Committee, Woreda Education heads and PSTA members was selected in purposive sampling technique. For this study data collection Instruments included questionnaires, interview, and observation check list and document review. 122 respondents are participated in the study, including close-ended and open- ended questionnaires are distributed for teachers, SIP committee, and principals and the data obtained from questionnaires were analyzed using statistical tools such as frequency count, percentages, weighted mean score and chi square test. Additionally the qualitative data obtained through interviews, checklist and observation were analyzed qualitatively to substantiate the result of quantitative analysis. Key word: School improvement program, stakeholders, school improvement committeeItem Management and Utilization of Educational Material Resources in Secondary Schools of Dera Woreda Oromia Regional State(Addis Ababa University, 2024-06) Temesgen Bane; YekunoamlakAlemu(Asst. Prof)The study was directed towards assessing how educational materials resources are managed and utilized in Secondary Schools of DeraWoreda,Oromia Regional State. Descriptive research design was employed. Data were collected using sample of all 25 department head teachers, all 21 administrative and support staffs, two WEO heads, and two CRC supervisors; total of 50 respondents. Respondents were selected by availability sampling technique.A questionnaire, interview and observation were used as tools for data collection. Data gathered through questionnaire were quantitatively analyzed using percentage and mean value whereas the data gathered through interview; open ended questions and observation were qualitatively analyzed. The result indicates that planning, purchasing, allocation and distribution, maintenance, storage, utilization and inventory controls have a significant effect on material resource utilizationin Secondary Schools of DeraWoredaOromia Regional State. The findings indicated that major challenges in the implementation of the management and utilization of educational material resources in secondary schools were: poor maintenance activities, inadequate storage, poor participating involving stakeholders, lack of awareness creation and training about material management functions, and lack of continuous supervision and controlling system. The disposal of obsolete material was found to be insignificant, which has an invisible effect on material resource utilization. The conclusion drawn is that the management of educational material resources in secondary schools under consideration was less than expected. To improve the management and utilization of educational materials: school managements should work closely with the school community and stakeholders. It is also vital to capacitate stakeholders through training and accessible guidelines.Item Factors Affecting Female Student’s Academic Performance in Secondary Schools of Makuey Woreda, Nuer Zone Gambella(Addis Ababa University, 2024-06) Tutpuot Majiok; Kenenissa Dabi (PhD)This study was aims to investigate factors affecting the female students’ academic performance in MakueyWoreda secondary schools. This study method used descriptive survey design. Both primary and secondary sources of data were collected using quantitative and qualitative data gathering. The raw data were collected from teachers, principals, education experts and female students while the secondary data were collected from relevant documents and school reports. A total of 450 respondents were included in this study. Availability sampling was employed to select schools, purposive sampling and stratified random sampling techniques were employed to select respondents included in the study. Data collection tools were questionnaires, focus group discussion, interviews and observations. Both quantitative and qualitative data analysis were employed in order to reach at results. Data analysis led to the following major findings. It was revealed that parents low economic status ,lack of adequate role model female teachers and early marriage were among the most influential factors on female academic performance. Based on the findings, it was safely concluded that factors affecting the academic performance of female students in the selected three secondary schools in MakueyWoreda was rate to be lower than that of male. As a result, the study recommended different problem solving mechanisms in order to give support to female students learning outcome. Specifically, the study suggested that Gambella Education Bureau shall provide guidance and counseling services, assigning female directors and female teachers in MakueyWoreda secondary schools who can serve as role models for female students. Finally,MakueyWoreda secondary schools are advised to provide sustained tutorial support for female students, so as to improve their academic performance. Key Words: Factors Affecting, Female Students, Academic Performance and MakueyWoredaItem Assessment of School Feeding Program Implementation Among Selected Primary Schools of Addis Ketema Sub-city ,(Addis Ababa University, 2022-11) Woinshet Mengistu; Abebawe Yerega ( PhD)Ethiopia has made important development gains over the past two decades, reducing poverty and expanding investments in basic social services. However, food insecurity and under-nutrition still hinder economic growth. When a school meals program is part of a package of investments in education like free education for primary students, it shows a positive impact in both school participation (enrolment, attendance & completion) and learning. After making a discussion with the feeding program implementers in some primary schools, it is encountered and observed to know some problems during implementation of feeding program. Therefore, this research tried to assess feeding program implementation in the selected primary School of Addis Ketema Sub- City from April 1-15/2022 with the intention of addressing the major research questions. This study followed a descriptive research design to collect quantitative and qualitative information on program implementation process and its Problems. The target populations in this study were all program implementers at the selected schools and SFP representative personnel in the Sub-City Office. After development of structured opened and closed questionnaire, the data was collected from SFP committee members, caterers and school principals that work in 10 schools and representative personnel in the Sub-City Office. After collections, the quantitative data was coded, and cleaned, and verified by the researcher. Afterward the researcher used descriptive statistics on the study variables including frequencies, percentages, and tables to describe the characteristics of the study variables. In the present study it was found that ( 82%) of committee members from 10 primary schools did not take training to implement the school feeding program. The response from the caterers gives some hope that almost all of them, 100% got those trainings on food preparation & cooking and 43( 72%) and 57(95%) of caterers did not take training on kitchen management& hygiene and business management respectively. The insufficiency of the assigned budget per meal, high cost and shortage of ingredients caused financial challenges on the feeding program. Low percentage of training opportunity for committee members ,the money for meal is not adequate and there is no alternative source of finance for SFP. This study recommends for schools to find alternative source of finance, strengthening of coordination among stakeholders. Key: SFP, implementation, Primary schools, Caterers, committee membersItem The Effects of Principal Leadership Styles on Teachers’ Job Satisfaction in Private Primary Schools at Bole Sub-City(Addis Ababa University, 2024-06) Daniel Tekeste; Aman Worku (PhD)The purpose of this study was to assess the effects of leadership style on teachers’ job satisfaction in private primary schools at Bole sub-city of Addis Ababa. The study employed explanatory mixed research design with both quantitative and qualitative research methods. Primary and secondary sources of data were used in the study. In addition, the study employed a convenience sampling method to collect data from the teachers of private primary schools found in Bole sub-city of Addis Ababa. The total population of the study was 1437, from this, 313 questionnaires were distributed and 285 (91.05%) usable questionnaires were obtained valid and used for further analysis. The collected data were analyzed using SPSS software version 26. Descriptive statistics (frequencies, means & standard deviations) and multiple regression analysis were utilized to analyze the collected data. The study revealed that job satisfaction among teachers in private primary schools is significantly influenced by two types of leadership styles: transformational and laissez-faire. Furthermore, it was observed that transformational leadership has a greater impact on teacher job satisfaction compared to lassies-fair leadership. The study also highlighted that transformational leadership is currently the most prevalent type of leadership. As a result, the researcher recommended that leaders at the private primary schools in Addis Ababa should consider adopting the transformational leadership style in order to enhance their job satisfaction and ultimately improve organizational outcomes. Key words: leadership style, job satisfaction, teachers’ job satisfactionItem Organization and Role of Inspection and Supervision in Improving Quality of Public Primary Schools in Addis Ababa: Policy and Practices(Addis Ababa University, 2024-04) Esayas Gorfe; Kenenissa Dabi (PhD)An extensive study was carried out to investigate the policies, structures, processes, and supports influencing the leadership role of school inspectors and supervisors in improving the quality of primary education in Addis Ababa. The study also sought to pinpoint challenges related to the objectives of inspection and supervision organizations. This comprehensive research involved an in-depth analysis of the policies and organizations, focusing on the Ministry of Education, the Education Bureau, the Regulatory Authority, Sub-cities, and Cluster School Centers. Using a mixed methods approach involving both qualitative and quantitative methods, the study encompassed 35 districts (woredas), 40 public primary schools, 58 inspectors, 96 supervisors, and 135 principals. Qualitative data collection methods included interviews and document reviews, while closed-ended questionnaires were utilized to gather data from supervisors and principals. Rigorous analysis techniques such as organizing, coding, translating, and thematically analyzing qualitative data were employed. Additionally, statistical methods like percentages, means, standard deviations, and inferential statistics including one-way ANOVA, independent sample t-test, and post hoc test were utilized for robust data analysis. The research revealed several discrepancies in existing policies, making their implementation quite challenging. There were instances of recruitment policy misuse and a lack of accountability measures for violators. Ensuring a well-coordinated inspection and supervision structure within the Ministry is crucial. The value and resources of cluster supervision were diminished by being placed under the school improvement team. There was a clarity problem for inspectors and supervisors when implementing the self-review process. Overlapping purposes of inspection and supervision led to conflicts, complicating the cooperation process, and reconsidering the need for two organizations with overlapping purposes. Communication, coordination, and relationships between inspectors and supervisors presented significant challenges. Impromptu meetings disrupted supervisors' scheduled tasks, signaling a need for smoother communication. The policies failed to empower supervisors and inspectors to adapt their leadership style according to the organizations’ and employee’s changing needs. A lack of resources, experience, and training hindered supervisors' and inspectors' effectiveness. Certain school standards (classroom size, playing ground, toilet, discipline, good governance, student outcome, and more) proved difficult to measure, leading to accountability challenges for inspectors. The current policy assigned conflicting responsibilities to the regulator, who accredits and reaccredits schools while ensuring accountability. Ministry, Bureau, and Regulatory Authority should establish comprehensive, consistent, and easily accessible policies. They need to hold themselves accountable for any lapses and apply appropriate consequences. It is crucial to create a robust inspection and supervision system with sufficient authority, resources, independence, and skilled manpower. A separate supervision team at the district level, independent from the school improvement team, should be established. The Bureau should provide training and establish clear responsibilities for inspectors, supervisors, and schools to ensure effective school self-evaluation execution. It is essential for the Ministry, Bureau, and Regulator to jointly clarify and assess if separate inspection and supervision entities with overlapping purposes are necessary. Emphasizing the importance of policies that consider the evolving needs of organizations and individuals and addressing communication and coordination gaps is critical. Inspectors should be allowed to adapt their approach based on the creative potential within schools. There should also be a reallocation of the responsibility for accrediting and re accrediting schools to the education bureau and a revision of school standards and inspection checklists for more effective and responsible inspections. The research findings prompt a reevaluation of school oversight processes and how inspectors and supervisors enforce policies and ensure accountability in educational institutions. Keywords: School Inspection, School Supervision, The role of Power, Leadership and Power, Inspection and Supervision Policy, Purpose of Inspection and supervision, Inspection and supervision modelsItem The Nexus between Diversity Management and Cooperative Learning in Technical and Vocational Education and Training Institutions of Southwest Ethiopia People’s Region(Addis Ababa University, 2024-05) Getachew Robo; Befekadu Zeleke (Ass. Prof.)In a healthy interactive classroom situation managing ethnically, linguistically and religiously diverse learners work better with the implementation of cooperative learning. This study investigated the relationship between students’ diversity management and cooperative learning applications in Technical and Vocational Colleges in Southwest Ethiopia. A mixed research methodology, specifically a sequential explanatory mixed methods design, was employed to carry out the research investigation. The empirical data were collected from 458 trainees, 181 trainers, and 20 educational officials using questionnaires and in-depth interviews respectively. Two standardized questionnaires, such as the students’ diversity management questionnaire and the Cooperative Learning Application Scale (CLAS), were adapted (modified) and administered to collect data. The quantitative data was analyzed by using both descriptive and inferential statistics. The inferential statistics were employed by using IBM SPSS Amos 23 and descriptive statistics by using SPSS version 23. The qualitative data was analyzed by using the narrative analysis method. It was found that trainees have more positive perceptions of students' diversity management in the application of cooperative learning than do trainers. The implementation of cooperative learning was found to be highly influenced by student diversity management. The results of the study also revealed that students’ diversity management significantly predicted cooperative learning application (b = .668, t (639) = 26.315, p < .001). Students’ diversity management also explained a significant proportion (52.10%) of variance in cooperative learning application, R2 = .521, F (1, 635) = 692.502, p < .001. Cross group interaction has a mediating role between student diversity management and cooperative learning. In conclusion, escalating the effectiveness of student diversity management increases the effectiveness of the implementation of cooperative learning by enhancing cross-group interaction. When cross-group interaction is cooperative, it maximizes learning outcomes, enhances academic accomplishment, and develops interpersonal communication skills. The researcher recommends a future study be conducted on the direct effect of student diversity management on cross group interaction. Keywords: diversity management, cross-group interaction, cooperative learning, perception, mediation, direct effect, indirect effectItem Assessing the Extent of Practicing Transformational Leadership in Government Primary Schools in Lideta Sub city(Addis Ababa University, 2023-10) Genet Assefa; Demoz Degefa(PhD)The purpose of this study was to assess the practices of transformational leadership in governmental primary schools in LidetaSub-City Addis Ababa. A Mixed-methods design was used in this study. The study was conducted in 21 primary schools in which 18 principals20 supervisors and 288 teachers were included in the sample using census and simple random sampling techniques respectively. The data gathering instruments used was questionnaires and interviews as a primary source of data. From the distributed 21 questioners for the principals 18 returned the survey, 280 teachers completed and returned the survey and from 20 supervisors 9 of them conducted the interview which represents a response rate of 87.2%, 85.7%and 33.3% respectively. The quantitative data were analysed using percentages; mean and standard deviation also Pearson and Spearman rho correlations and multiple regression were employed. In contrast, qualitative data were analyzed by grouping together common themes in each category and constructing a description of the participants’ views and perspectives. The finding revealed with the overall mean of (M=3.85), indicating that the school principals uses the four most prominent transformational leadership actions: Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration in their respective school. The finding also shows a positive, linear and significant relationship between Transformational Leadership and Idealized influence, individualized consideration, intellectual stimulation and inspirational motivation with a regression cofficent of (β=0.503,0.692,0.304 and 0.413),however a lowest statistical value was indicated on individualized consideration with an overall mean of (M=2.99) and inspirational motivation (M=3.04), on items where most respondents agreed that there is lack of discussion of new ideas related to school leadership and turning followers into good leaders as well encouraging teachers to pursue their professional learning goals and providing professional development and opportunities through feedback, rewards, recognition, training, seminars, conferences and workshops with a mean value. Finally, the research calls for the principals to focus on more individualized consideration and inspirational motivation by recognizing teacher’s contribution as an individual to the organization, always promote self development, communicate and listen to teacher’s concerns continuously inspire their teachers in order to enhance their outcomes and enable them achieve school goals. Keywords:Transformational leadership, Idealized Influence, Inspirational Motivation, Intellectual Stimulation, Individualized ConsiderationItem The Effects of Motivation on Teachers’ Performance in Primary Schools of Yem Special Woreda(Addis Ababa University, 2023-09) Gizachew Gasso; Yekunoamelak Alemu(PhD)The main objective of this research was to investigate the effects of motivation on teachers’ performance in primary schools of Yem Special Woreda. The research comprised of qualitative and quantitative approaches. The subjects of the research were department heads, school principals and woreda officials of Yem Special Woreda of two cluster centers, Safa and Fofa. The findings of the study indicated that the first factor that affects teachers’ motivation was characteristics of the work environment. Secondly, student’s disciplinary problem and thirdly administrative problems. From the findings the researcher concludes that teacher’s status of work motivation is highly deteriorating. The researcher tried to recommend the following. The education office and other stakeholders should strive to enhance a conducive working environment in primary schools. This should be done in order to motivate teachers to work. Teachers’ payment, incentives and other bonuses should be improved and planned. The government should increase the salaries, allowances for the teachers in order to motivate them. In addition the upgrading and work evaluation criteria should be based on definite merits along with the proper salary scales allocation. This resulted in weak performance of teachers and achievement of expected goals of the education sector. Keywords: Teachers‘ Work Motivation, teachers‘ Performance, Primary Schools, Yem Special WoredaItem Enhancing Teachers' Professional Development: The Role and Level of Support of Primary School Principals in Improving Teachers’ Professional Development in International Schools, Addis Ababa, Ethiopia(Addis Ababa University, 2023-06) Bereket Gezahegn; Dejenie Nigusie (PhD)In the realm of education, the effective professional development of teachers has emerged as a critical factor in elevating the educational quality and fostering positive student outcomes. This thesis embarks on an exploratory journey to investigate the practices of primary school principals in the noble pursuit of improving teachers' professional development in the unique setting of international schools nestled in the vibrant city of Addis Ababa, Ethiopia. Through the meticulous examination of data collected from 117 teachers, who wholeheartedly embraced the opportunity to share their perspectives through questionnaires, and in-depth interviews conducted with eight principals, this study presents a comprehensive analysis that intricately weaves together the strategies and approaches employed by these eight educational leaders to nurture and amplify the professional growth and development of their teachers. The findings gleaned from this rigorous inquiry illuminate the diverse array of professional development activities offered or led by principals in these international school environments. These activities encompass a wide range of interventions, including workshops, seminars, collaborative lesson planning sessions, peer observations, and technology integration training. Moreover, the study unearths the crucial role played by principals in providing unwavering support and guidance to teachers as they embark on their professional development journeys. The analysis explores into the multifaceted dimensions of principal support, encompassing factors such as mentorship, resource allocation, instructional coaching, and creating a culture of continuous learning and improvement. A core focus of this study revolves around the impact of these principal-led professional development practices on teacher instructional practices. The research findings illuminate the transformative power of well-designed and thoughtfully executed professional development initiatives in bolstering teacher engagement and commitment to their craft. Additionally, the analysis offers insights into the tangible changes witnessed in instructional practices, as teachers embrace innovative pedagogical approaches, integrate technology seamlessly into their lessons, and apply research-based strategies to optimize student learning experiences. As the thesis draws to a close, it presents an overarching assessment of the overall effectiveness of these practices implemented by primary school principals in Addis Ababa's international schools. It synthesizes the collective wisdom distilled from the voices of teachers and principals, bringing forth an understanding of the strengths and limitations of current professional development approaches. By synthesizing these findings, the study seeks to contribute to the existing body of literature on educational leadership in international school contexts, shedding light on the distinctive challenges and opportunities faced by principals in this diverse educational landscape. Ultimately, this comprehensive analysis culminates in a series of practical recommendations meticulously crafted to empower principals in optimizing teachers' professional development and, in turn, catalyzing positive educational transformations. By implementing these evidence-based recommendations, principals can foster an environment that nurtures the growth, expertise, and professional satisfaction of their teachers, resulting in improved student learning outcomes and a brighter future for all stakeholders involved in the international school community in Addis Ababa, Ethiopia.Item Factors Affecting Female Students' Academic Achievement in Government Secondery Schools of Walmera Woreda Shegar City Oromia Regional State.(Addis Ababa University, 2023-11) Chaltu Hunduma; Befekedu Zelake(PhD)The main purpose of this study was to investegate factors affecting female students’ academic chievement in Secondery Schools of Walmera Woreda Shegar city Oromia Regionala state . . The method was informed by mixed method design. It used qualitative and quantitative method of data collection. The data gathering instruments were: questionnaire, interview, and document analysis. For this study, out of 5 governmental secondary schools which are found in difrent kebeles 4 schools, out of 754 female students 237 students and out of 84 teachers, 60 teachers were selected by simple random sampling techniques and I took all the 9 principals and supervisors by purposive sampling method. Totally, from 868 populations, 320 were selected for the study. A descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. As the finding of the study indicated that low level of parental education, low level of parental involvement in their female education, family economics household chores,low level of family educational background negatively affect girls’ academic achievement. School related factors like lack of role model female teachers, teachers’ attitude, lack of qualified teachers and shortage of reference books affected girls’ academic performance. Teachers and school principals should work jointly with female students and their parents to improve female students ’ academic chivement . Thus, it is recommended that awareness workshop and panel discussion forms should be organized for parents, organizing saving group at village level for parents, building dormitory near to sechondery schools, encouraging gender focused tutorial and school environment. Furthermore, it also needs awareness creation forms for youth female, parents and mass communities about illegal migration to Arab country .Item Human Resource Management Practices in Woreda Education Offices of South West Shoa Zone, Oromia Regional State(Addis Ababa University, 2023-06) Dagne Bekele; Befikadu Zeleke (PhD)The main purpose of this study was to assess the practices of human resource management adopted by woreda education offices of south west Shoa zone in Oromiya Region of Ethiopia. To accomplish this purpose, the study employed a descriptive survey design. The study was carried out in five woreda education offices and five secondary schools of south west Shoa zone. A total of 292 individuals have participated in the study. Among them 210 were teachers and 41 were woreda education offices experts included as a sample through simple random sampling technique especially lottery method. Additionally 5 woreda education offices heads, 24 secondary school principals, and 12 secondary school supervisors were included through purposive sampling techniques. Questionnaires, interviews and document analysis were the main instruments of data collection. The questionnaire for the study was a three and five point Likert scale type. The questionnaires were administered to collect data from the selected woreda education offices experts and secondary school teachers, which secure a 96.2% response rate. Descriptive and inferential statics analysis were conducted and presented clearly. The questionnaire data were analyzed using the SPSS (statically package for social science) version 20 software. Finally findings of this study revealed that, the woreda education offices did not undertake environmental scanning, skill audit, and systematic recruitment and selection. The main conclusion made here is that employee generally demotivated due to lack of transparency, wrong selection and recruitment practices, lack of human resource planning specialist and skill audit. The study therefore, recommended that the woreda, zone and regional education offices with together should solve the problem that faced in the HRM practices. Key words: Human Resource Management, Personnel Management, Humana Resource DevelopmentItem Factors Affecting Female Teachers Participation in Decision Making Practices in Government Secondary School Leadership: Lemi Kura Sub City in Focus, Addis Ababa City Adminstration(Addis Ababa University, 2023-06) Bire Mekonnen; Hailesillasie W.D. (PhD)The purpose of the study was to search out the factors that affect female Participation in secondary school leadership in Lemi Kura Sub city. To realize these purpose three basic questions related to major factors that effect on female teacher‟s participation in school leadership were raised. The study employed a descriptive survey design that involves the use of both qualitative and quantitative methods in data gathering and analysis. Data was gathered from both primary and secondary sources. Primary sources were 74 male teachers and 23 female teachers and 16 school principals (principals and vice principals). Purposive sampling technique was employed to select female teachers from four government secondary schools and Simple random sampling technique was employed to select school leaders at school levels. The findings of the study indicated that the involvement of female teachers in educational leadership seems to show an insignificant in government secondary schools. There are different factors that have narrowed female teachers from participated in secondary school leadership. These factors are related to institutional Personal and Cultural. As institutionalfactor,implementers have minimal knowledge of policies that could empower women in affirmative action, most of the educational leadership positions are occupied by males in schools so that females couldn„t get opportunities to show their talent, there is no available special support for female teachers, educational institutions have no official effort to make females active participants and lack of women role models in educational institutions affects participation of other women aspiring for leader. As Personalfactor,Women‟s responsibilities of family child bearing and taking care of home affect their participation in leadership,because of their low self-perception the confidentiality of female on their ability, qualification and experience is lowand because of school far from their homes, female are reluctant to accept educational leadership.AsCulturalfactor,Cultural attitude of our school society was not encourages women to assume on key educational leadership positions and most people still having attitude and perception that decision making power rests with men. In line with the above findings it was recommended that the Lemi Kura Sub city Education office and Addis Ababa education bureau should properly implement the strategies and affirmative action and should to establish mechanisms to enhance the capacity of female school leaders by providing constant training, making clear policies of the school in line with strategies of the ministry of education.Item Transformational Leadership Practice and Challenges in Holeta Town Government Secondary Schools.(Addis Ababa University, 2023-11) Berhanu Shibiru; Dejene Niguse[PhD]This study aimed to assess the current practices and challenges of exercising transformational leadership in secondary schools of Holeta Town. To accomplish the objectives of the study mixed, design was employed in the view of both quantitative and qualitative method . A total of 75 participants or respondents were included in the study Quantitative data were collected, through questionnaires, from respondents (principals and teachers),randomly selected from five secondary schools. Semi-structured interviews were also held with respondent s(supervisors and educational officers);Simple random and purposive sampling techniques were used to select them from five secondary school of Holeta Town. Quantitative data were analyzed using descriptive statistics such as frequency and percentage. While the qualitative data were analyzed using content analysis approach .It was identified by the study that level of understanding and ,exercising the domain and its practices of transformational leadership was in low level, especially understanding concepts of transformational school leadership .This supervisors and principals were lack of interest in continuous follow up and understanding level and also the four dimensions(idealized influence, intellectual stimulation, individualized consideration, and inspirational motivation), practicing and exercising were at low level. The study identified major challenges that impede principals ’transformational leadership practices ,namely :poor management system of principals, dominance of routine administrative work to principals, low parental/ community involvement, budget deficit(inadequacy),pressures of internal and external forces. Therefore, it could be concluded that those a fre-mentioned challenges were highly affecting the principals’ transformational leadership practices. Base don these findings ,It was recommended that Over all findings from this study suggest that the principals’ transformational leadership practices should play important roles in tackling those challenges particularly related to over load administrative work, budget deficit ,parental involvement and pressures of internals for ces through mobilizing community ,engaging self- incoming generating activities, wisely using funds, increasing high commitments ,providing school base training, and ,It is recommended that for Holeta Town education officers solve these problems to overcome the problem of principals and teachers to provide proper transformational leaders in school to support or students ,and others school stakeholders were recommended for the future of education development program. Finally, based on the conclusion made, possible recommendations were forwarded to maximize the practices of transformational leadership in secondary schools and to minimize the identified challenges particularly related to overload administrative work, budget deficit, parental involvement and pressures of internal external forces.Item Teachers Classroom Management Practices in Government Secondary Schools in Nifas Silk Lafto Sub-City(Addis Ababa University, 2023-06) Ebabey Zemene; Befekadu Zeleke (PhD)The main purpose of this study was to assess Teachers Classroom Management practices and Students Academic Performance in Government Secondary School in Nifas Silk Lafto Sub-City at Addis Ababa City Administration. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches. The sampling techniques employed were purposive, availability and simple random sampling. The sample size was 84 teachers, 4 vice principals,4 main principals,4 supervisors and 98 secondary school students with the total of 194 participants out of 7013 study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, and supervisors. Questionnaires were administered to 72 teachers, 4 vice principals, 4 main principals, 4 supervisors and a total number of 12 administrative organs of the school. The questionnaires were prepared for both teachers and students. There were a total number of 194 participants a total 84 teachers filled questionnaire. The rest 98 students were all of them properly filled and returned the questionnaire. Then, the information gathered through close-ended questionnaire was analyzed using percentage and mean score by rounding up the mean and standard deviation result. Meanwhile the information gathered through interview and open-ended questions were analyzed clearly. Results of document analysis were also described alongside of each table under the questionnaire results. The findings of the study indicated that the factors influencing classroom management affects students’ academic, behavioral and over all educational achievement. The improper Classroom management practices and systems are those factors can easily make a decline on learners’ achievement. The different stakeholders and such as principals, PTSA, teachers, school communities and the like played role to overcome the problem of classroom management. The school principals, PTSA, students’ families and supervisors were providing insufficient activities on classroom management. The major challenges identified were, lack of training, lack of plan on classroom management, lack of commitment, lack of parents’ participation, disciplinary infraction, lack of inadequate classroom, school facilities, educational inputs and lack of experiences haring and on job training and the insufficient allocation of budget brings less achievements. To overcome the challenges encountered, recommendations have been forwarded. The recommendations from the findings of the study includes preparing plan on classroom management, orienting teachers in advance with the overall implementation of classroom management, parents should advise their children and follow them at school, motivating all stakeholders to willingly take more responsibilities in the implementation process, and allocation of sufficient resources by education office to effectively achieve the intended goals. Key Words:- Classroom Management, Academic Performance, Learners Behavior, Educational AchievementItem Factors Affecting Female Students' Academic Achievement in Government Secondery Schools of Walmera Woreda of Shegar City Oromia Regional State.(Addis Ababa University, 2023-11) Chaltu Hunduma; Befekedu Zelake(PhD)The main purpose of this study was to investegate factors affecting female students’ academic chievement in Secondery Schools of Walmera Woreda Shegar city Oromia Regionala state . . The method was informed by mixed method design. It used qualitative and quantitative method of data collection. The data gathering instruments were: questionnaire, interview, and document analysis. For this study, out of 5 governmental secondary schools which are found in difrent kebeles 4 schools, out of 754 female students 237 students and out of 84 teachers, 60 teachers were selected by simple random sampling techniques and I took all the 9 principals and supervisors by purposive sampling method. Totally, from 868 populations, 320 were selected for the study. A descriptive statistical tools such as frequency, percentage and mean have been used for data analysis. As the finding of the study indicated that low level of parental education, low level of parental involvement in their female education, family economics household chores,low level of family educational background negatively affect girls’ academic achievement. School related factors like lack of role model female teachers, teachers’ attitude, lack of qualified teachers and shortage of reference books affected girls’ academic performance. Teachers and school principals should work jointly with female students and their parents to improve female students ’ academic chivement . Thus, it is recommended that awareness workshop and panel discussion forms should be organized for parents, organizing saving group at village level for parents, building dormitory near to sechondery schools, encouraging gender focused tutorial and school environment. Furthermore, it also needs awareness creation forms for youth female, parents and mass communities about illegal migration to Arab country .Item Practices of Instructional Supervision and Teachers’ Professional Development in Secondary Schools of North Shoa Zone of Oromia Region(Addis Ababa University, 2023-05) Abera Tesfaye; Kenenisa Didha (PhD)The purpose of the study was to investigate the current practices of instructional supervision approaches in secondary schools of North Shoa. The study particularly focused on the practices and contributions of instructional supervision approaches, and the factors affecting their implementation in promoting teachers professional development. The study has employed a descriptive survey design, which was added by qualitative research to augment quantitative data. Data where gathered from seven randomly selected secondary schools in North Shoa Zone. The respondents included 250 teachers were selected using systematic random sampling technique. In addition 5 supervision were included in the study. All seven principals and, five secondary school supervisors had participated. Questionnaire was the main instrument of data collection supplemented with interview method. Frequency, and percentage, were working to analyze the data. While the qualitative data obtained through interview was analyzed using descriptive narrative method. The results of the study reveal that the practices of instructional supervision approaches and their contribution to teachers’ professional development were low. Instructional supervisors were found to get involved in the difficult task of supervision without having past trainings, and their contributions were also unsatisfactory in promoting professional development of teachers. Also, the study shows that: lack of trained supervisors, lack of supervision manuals, lack of training, shortage of budget, and high teaching load of supervisors and assignment of small number of supervisors hinder proper implementation of instructional supervision. As a result, awareness on the part of instructional supervisors and teachers through seminars, workshops and discussion opportunities about the different approaches of supervision in order to bring professional growth of teachers and improving their instructional practices were optional. Moreover, suggestions were forwarded to solve the factors that hinder proper implementation of instructional supervision practices.