Department of Educational Planning & Management
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Item Leadership Behaviors of Secondary School Supervisors in North Shoa Zone of Oromia Regional State(Addis Ababa University, 2012-12-01) Abdeta Lemi; Haileselassie WoldegerimaThe Purpose of this study was to identify leadership behaviors of secondary school supervisors in government secondary schools of North Shoa Zone. Specifically, the study tried to treat and investigate the activities of supervisors in using supervisory skills, the proper use of interpersonal approaches by supervisors, and to identify challenges that affect the proper use of supervisors, and supervisory behaviors. To achieve this purpose, the study employed descriptive survey method, which involves quantitative survey method (using questionnaire) and qualitative methods as a supplement (using interviews and focus group discussions). The study was carried out in randomly selected seven secondary schools found in the randomly selected clustered Woredas in North Shoa Zone. Ninety five teachers were selected as samples using random sampling technique. Three department heads from each sample schools with a total of 21, all the 7 school principals, and 5 secondary school supervisors were selected and included in the sample using availability sampling for focus group discussion. The department heads were selected using availability sampling .form language, natural, and social science departments. In addition, 5 process owner of Woreda Education Office supervision department were also taken as a sample for interviewing. The main instruments of data collection were questionnaire, focus group discussion, and interview. The data gathered through questionnaire was analyzed through frequency, percentage, and mean. The qualitative data obtained through focus group discussion, interview, and open-ended questions were analyzed by using narrative. School supervisors were not demonstrating technical and interpersonal leadership skills to plan and observe classrooms to support teachers in their practices. They come to school to gather information and faults for reporting. Moreover, they were not selected on the basis of the selection criteria set in OREB manual. They predominantly demonstrate directive control behaviors and the other interpersonal approach were being used to low extent. The study also reveals that: lack of own office, budgets for stationery material, communication and transportation cost, workload and prior training were the factors that hampered the proper implementation of supervisors. Finally, recommendations were reached based on the above findings and conclusions. The central issues of the recommendations include: create awareness and understanding for secondary school supervisors through continuous assistance, workshops, seminars, and training on supervisory skills and interpersonal approaches supervisors use to improve teacher's classroom practice. Moreover, recommendations were also provided to solve selection and infrastructure problems of supervisorItem Views of Teachers and Students on the Factors Affecting Quality of Education in Government General Secondary Schools of Kirkos Sub-City(Addis Ababa University, 2013-06-01) Admassu Yizengaw; Ayalew ShibeshiViewS of Teachers and Students on the Factors Affecting Quality of Education in Government General Secondary Schools of Kirkos Sub-City. Admassu Yizengaw Addis Ababa University,20J 3 This study was conducted to examine factors affecting the quality of education of government general secondary school in Kirkos Sub-City. A descriptive survey method was used by applying a two separate questionnaires for collecting data from students and teachers. The respondents for this study were grade 9 and 10 students and teachers. Simple random sampling technique was used to select students and teachers. TI1e respondents were 406 students and 106 teachers. Percentages, means, chi-square and t-test were applied to investigate the views of students and teachers on the factors that affect the quality of education. The results obtained ji'om the study showed that, the main school factors that affected the quality of education were lack of school facilities, teachers' competency, teachers' teaching experience, attrition of teachers, instmctional time and principals' leadership, students' absenteeism, students' attendance and the medium of instruction. The respondents views on the factors that affect the quality of education significantly differed in the rnajority of cases. The conclusions are that the view of the teachers and students significantly differed and the extent to which these factors affect the quality of education is high. The recommendations are training principals in educational leadership skills and teachers in pedagogJJ Last but not least~ facilitate student leaming by bringing all the stake holders together.Item Teachers' Class Room Management Practices in Secondary Schools of North Western Zone of Tigray(Addis Ababa University, 2013-06-01) Amdewerk Fisseha; Zenebe BarakiThe purpose of this study was to investigate teachers classroom management practices in the selected government secondary schools of north western zone of Tigray. Quantitative approach was the research design employed in this study .Simple random and purposive sampling techniques were applied to select participants. Four woredas out of eight woredas of the zone were selected for the study. Four secondary schools out of the ten secondary schools of the selected woredas were involved in the study. Questionnaire and classroom observation checklist were used to gather the data to conduct the study. Out of the 107 teachers, 38 teachers/36%; out of 2458 students, 246 students/lOra!; out of 4 principals, 3 principals; out of 5 vice principals, all of them filled the questionnaire. With regard to classroom observation, 23 classroom observations were conducted in grade nine of one first cycle secondary school and one preparatory school/second cycle secondary school/Planning motivation, implementing rules and procedures, managing discipline, organization of students and materials in the classroom, and establishing strong relationship with the students were classroom management components assessed in this study. According to the results of the study, teachers failed to implement classroom management components such as planning, implementing classroom rules and procedures, motivation, and establishing strong relationship with the students and managing discipline. The findings also show that there were classroom management problems in the secondary schools of North Western Zone of Tigray. Ineffective teachers, administrators and staff, inadequate facilities and instructional materials, and student crowding from the school, and economic problems and inappropriate parental supervision of the students from the families were among the causes of these problems.Item Contributions and Challenges of Primary School Cluster Supervision in Promoting School Improvement Program in Eastern Zone of Tigray Region(Addis Ababa University, 2013-06-01) Asbu Gebremichael; Haileslassie WoldegerimaThe purpose of the study was to assess the contributions and challenges of primary school cluster supervision in promoting school improvement program in Eastern Zone of Tigray region. The study employed a descriptive survey method which is supplemented by quantitative and qualitative research methods to enrich the data with these respect teachers, principals, school improvement committee members, cluster supervisors and WES (Woreda education supervisors) were conducted. The data gathering instruments included questionnaire, focus group discussion, interview and document analysis. Data obtained through questionnaires were quantitatively described and interpreted in light of available literature. The questionnaire was tested in one primary school and modified before distribution .However, infonnation obtained through FGD and interviews were qualitatively described to supplement to the main data. Frequency and percentage were used for data analysis. The sample primary schools and respondents were selected by using different techniques. For teachers and SIC members used simple random sampling, purposive sampling for selected principals and cluster supervisors, and available sampling techniques used for the WES. Likertfive scale questionnaire, unstructured interview and FGD were used as major tools of the data collection. Based on the analysis, As the findings of the study displayed, cluster supervisors failed to support teachers in promoting the curriculum and evaluating the existence so as to take corrective measure The findings also reveal that involvement of community for SIP was important that is the awareness of SIC members about value of community participation in school improvement activities was medium regarding to the current level of local community participation in SIP. ,. Based on these evidences, one can conclude that teachers have perceived supervisory roles, they expect of cluster supervisors don't to meet their expectations. As a result, cluster supervisors are found to fail in giving the expected supervisory support in schools Consequently, teachers expectation from supervisory support aggravate the negative attitude and they assume as finding faults. In light of these findings and conclusion the following recommendations were forwarded WEO & TREB had not provided sound professional support for cluster supervisors to facilitate the promotion of SIP. They were not frequently supervised & evaluate the progress of the program. This implies that local educational managers didn't demonstrate their responsibilities in monitoring the program as expected of them.Item Parental Involvement in High School of Nifas Silk Lafto Sub City Addis Ababa(Addis Ababa University, 2017-05-01) Dereje Melissie; Zenebc BarakiThe main purpose of this study was to investigate the parental involvement high school solvents of Nifas Silk Lacto sub city Addis Ababa some elected high school. A descriptive survey design was employed for addressing the objectives of one study. The study consisted of on sub city. Four secondary school parents. A total of 160 respondents drawn from the respective sub city and schools were included in the study. To-gather the necessary data, closed ended questionnaires were used. The data was collected through the use of a survey designed specifically for this study. According to the findings parent are positive attitude on parent-teachers conference and parel1ls are also a positive attitude on parents involvement with school. Such relationship is important for children's academic achievement. The parents who participated in this study concur with this belief and find it to be both important and healthy. Parent’s levels of education and their expectations on their children success is directly related. Parent's level of education had little or no effect on their desires and expectations for their children. It is obvious from the survey that parents are concerned their children's achievement in school. This information could assist in identifying behaviors and attitudes of parents that affect children's achievement in school. Knowledge gained from this study may encourage change that could improve the level of parental involvement in all aspects of children's lives.Item School- Based Supervisory Behaviors in Second Cycle Primary Schools of Kolfe Keranio Sub-City in Addis Ababa(Addis Ababa University, 2014-05-01) Demissie Teshome; Mulugeta TsegaiThe purpose of this study was to identify whether school based sllpen'isors superl"isory behaviours are implemented properly in second cycle primary schools of Ko((e Keranio SlIb-cit), of Addis Ababa City Administration. To this end, a descriptive survey research design was IIsed for the study and both quantitative and qualitative research method approaches Irere used for data gathering. Data were gathered from 8 second cycle primary schools. The sall1ple si:e of the study were 156 teachers. 24 school directors and vice directors. 6 Woreda education offiCI! heads. 2 teachers ' development proaram experts, 6 qllality assurance work process experts (lnd 6 cluster center school supervisors. Data collection instruments were queslionnaire. interl'iell' ond document analysis, The data gathered through close ended questionnaires were anoly:ed using, percentage, mean and t-test result. Open ended questions, interview and document analysis I\'ere discussed using narrative description which is qualitative method of analysis. The n7(!ior/indings of the study indicated that majority of respondent teachers ' reported that supervisors I\ 'ere 1701 implementing principles of educational supervision and they lack supervisolY behal'iours and supervisory leadership skills. Based on the findings, it can be concluded thaI superl'isO/)' service rendered to facililate teaching- learning process was not encouraging; superl'isor ' did not properly follow the principles of educational supervision. School- based supen'isors lI'ere ineffective in supervisory behaviours. Finally, it is possible to recommend that sc17ool- based supervisors shouldfollow and exercise principles of educational supervision in the school lel'el. They should exercise supervisory leadership skills. Addis Ababa City Administration Education Bureau also should revise the documents related to supervisory activities.Item Autonomy and Accountability in Promoting Quality of Education in Government Secondary Schools of Arada Sub-City Addis-Ababa(Addis Ababa University, 2018-06-01) Atsbeha Abreha; Jeilu OumerRecent studies conducted in the Ethiopian context indicate that quality of education is deteriorating in schools. School autonomy and accountability are considered as essential factors in promoting and/or hindering quality of education in schools. (Berhanu and associates,2016Hargreave and Fink, 2006). However, much empirical research has not been conducted on how school autonomy and accountability are related to quality of education. Thus the objective of the study was examining the effects of school autonomy and accountability over quality education. In doing so the study had employed mixed-method research design. Of the six governmental secondary schools in Arada sub city, four schools were randomly selected. Quantitative data were collected from 116 teachers using questionnaire and qualitative data were collectedfromfour directors using interview. In the present study it was found that schools have lower autonomy and higher accountability. Farther more it was revealed that schools have higher autonomy in managing their budget and lesser accountability in assessing their schools and students performance. Quality education in the schools was found to be poor. The study also found that school autonomy and accountability were found to be associated with higher quality of education. In line with the objective of the study it was concluded that school accountability is the predictor for quality education. From the finding it is recommended that concerned bodies need to maintain the existing accountability and work on improving school autonomy thereby improve quality education.Item Determinants of Educational Management Information System in Amhara Regional Education Bureau(Addis Ababa University, 2002-05-01) Ayana Tiruneh; Seyoum TeferraThe purpose of the study is to assess the determinants of the educational management information system( EMIS) in the Regional Education Bureau with a particular reference to the Amhara Regional National State (ARNS). The study was conducted in six zones, (24 woredas, 68 schools,). 59 Zone Education Departments (ZEDs) and Woreda Education Offices (WEOs) officials and experts and 80 school principals and unit leaders were used as a subject 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 questionnaires were analyzed using percentage, mean scores, standard deviation, andt- statistics as statistical instruments. The findings suggest that factors affecting the educational management information system of the Amhara Regional Education Bureau are the professional capacity and awaren("ss of educational officials, experts and school principals at all level of the educational hierarchy, the less reliability, poor organization and integration and mismanagement may have frustrated its functions- not to give the appropriate service to it 's users. Depending on the findings and conclusions it is recommended to make, personnel of every educational administrative levels, aware of educational information in the preservice as well as in the in-service programmes.Item The Contribution of Menschen fur Menschen Foundation in Increasing Access to Primary Education in Illubabor Zone(Addis Ababa University, 2001-06-01) Befekadu Redate; Tilahun WorkinehThe main objective of this study was to investigate the contribution of MfM Foundation in increasing access to primary education in IIlubabor Zone. To cooduct this study, a descriptive survey was employed. For this purpose samples were taken from 6 primary schools that were supported by MfM in 6 Weredas. The research study involved four categories of sample population: teachers, students, school principals, Zone Education Department, and Wereda Education Officials and MfM Office officials. Questionnaire, interview and personal observation were the main instruments used to collect the data. Besides to support the study, documents and reports in the MfM Office and Zone Education Department were consulted. Data analysis was made by using statistical tools such as percentage and t-test to identify whether there are differences and agreements in the judgment of the respondents regarding the questions posed on the activities performed by MfM education project. The results of the findings revealed that MfM has provided support to primary education in three major areas; construction of new schools, renovation and expansion of the existing ones. It was found that the community was involved in the education project carried out by MfM by contributing money, site selection for the schools constructed and in the protection of the projects during and after its foundation. In addition to this, it was observed from the findings that support provided to primary education in Iliubabor by MfM, alleviated the problems of about 11.4 per cent of the children of the community to get schools near to their villages, chairs and desks and school facilities. On the other hand, it was found out that the major complaint of the communi.t y a bo u t th e ou t come of the project was ' most of the schools constructed, an d renova t e d by MfM do not have fence . Finally, based on the major findings and the following maijor recommendations were foryarded to meet conclusions drawn, the problem under the study.Item Factors Affecting Females' Participation in Leadership Positions at Addis Ababa University(Addis Ababa University, 2016-07-01) Berhan Solomon; Befekadu ZelekeThe main purpose of this study was to investigate factors that affect women's participation in leadership positions at Addis Ababa University and identify possible strategies that can be used to enhance women's participation. A descriptive survey design was used to conduct the study.Data were collected fi'om six colleges of the University using questionnaires, interview guides and document analysis. Both qualitative and quantitative data analysis methods were applied. The participants included 98 females and 24 males. The respondents were selected using stratified random sampling and purposive sampling methods for both the women and male managers. The findings from the study suggested that in Addis Ababa University women 's participation in key decision-making positions is still minimal. The finding showed that the major factors that hinder women 's participation in leadership and decision making positions in the University are various and observed interrelated. In the university only one women has been appointed as vice-president position in the past 60 years, there are no female deans of colleges out of 14 positions, and out of 46 only two women were serving as deans offaculties. The study further revealed that, of the forty one directors of the institutes in the university only two women have got/en the chance to be a director, and of the ten heads of research in the university no female were assigned as a directors. According to this study there are several factors at the personal, institutional, socio cultural and family factors preventing qualified women from ascending to senior positions in university. At the personal level such factors like lack of confidence and, at the institutional level political appointments and unclear promotion criteria, in case of social factor men get social support than women and dominance of male networks and alliances, in case of family related cases lack of Psychological/intellectual/emotional support from family were among the major ones.Item Community Participation in Managing Secondary Schools in the Context of Decentralization: The Case of Shashemene City Administration(Addis Ababa University, 2016-05) Abdulkadir Abda; Melaku YimamThe main purpose of the study was to assess the status, challenges and roles of Community Participation in Managing Secondary Schools in the Context of Decentralization the Case of three selected secondly schools of Shashemene City Administration of Oromia Regional State, Ethiopia. A descriptive survey melted, which employed quantitative and qualitative approaches were used. Data was gathered using questionnaire, semi structured interviews and focus group discussion. as well as ji-om recorded documents of PTA in schools. The study involved 81 informants that include PTA members, department heads, student councils, principals. CAEO head, KETB members, unit leaders and community members. Furthermore, the data was analyzed for the quantitative data using percentage and mean values and qualitative data using narration. The study disclosed that the decentralization in education has improved community participation in school management. It was improved that access and equity in education, sense of cammunity ownership and school level disciplinary problems. In relation to building consensus based on goals and priorities, discharging their roles and responsibilities and PTA participation in motivation, accountability and support were sati~factoIY. Whereas, participation in strengthening parent and teacher relation was moderate. Governance position of PTA members 'with the application of decentralization, participation in planning, decision-making resource management. Monitoring and evaluation. and roles in managing discipline, administrative efficiency and participatory leadership were satisfactoly. With respect to factors affecting the community participation in school management lack of training, orientation and experience sharing programs clear understanding on duties and responsibilities, resource available for supporting and involving actively, misunderstanding of the community about their roles, and lack of supervision and support ji-om KETB and CAEO hampered the participation of PTA members. Based on the findings possible solutions were recommended in the study. The study suggests the importance of providing adequate training; awareness creation and orientation to PTA members' to support them discharge their responsibilities.Item The Current Practices and Problems of Subject-Area Instructional Supervision in Secondary Schools of Addis Ababa City Administration(Addis Ababa University, 2008-05) Alemayehu Gudeta; Haileselassie W/Gel'imaThe purpose of this study was to investigate the current practices and problems of subject area instructional supervision in the secondary schools of Addis Ababa City Administration. The study sample of this survey included 348 subjects. Among these; 216 teachers, 9 department heads, 27 principals and vice principals, from 9 sample government secondary schools, and 15 subject area instructional supervisors from 5 sample sub city education departments were selected through simple random and availability sampling techniques. Data were collected through questionnaires and document observations, and analyzed using frequency percentage and arithmetic mean tables. The findings made clear that, the objectives were useful, however, the activities undertaken in terms of provision of trainings to introduce the subject area instructional super Vison; school based workshops, seminars, organization and implementation of experience sharing sessions, formal training programs were not practical at secondary school levels in Addis Ababa. Subject area instructional supervisors were not involved into care fit! planning, organizing, scheduling supervisory tasks, they were not accessible to schools and teachers in order to frequently observe schools and classroom instructions rather than focusing on administrative matters The organization and implementation of clinical and collegial supervision or peer coaching techniques of instructional supervision were found with low peljormances. Providing best alternative methods of instruction, participating in the evaluation process of teachers ' pallor mince, and assisting teachers in the evaluation of curriculum were not successfully accomplished. The effects achieved were found to be unsatisfactory. In addition, subject area instructional supervision encountered severe problems that impeded supervisory services. Giving more attention to and spending more time on administrative functions than instructional improvement for each subject of the curriculum, the miss-match of the number of subject area supervisors with the fast growing number of schools and teachers, lack of clarity on the organizational structure of subject area supervision among all concerned bodies were among the major ones. Therefore, it was advised that the City Administration Education Bureau and Sub city Education Department decision makers should be willing to accept the weaknesses and problems of the subject area instructional supervision in secondary schools and to reengineer this supervisory approach in order to achieve the desired instructional improvements.Item Assessment on the Effectiveness of leT use in Education: The case of West Wollega(Addis Ababa University, 2007-07) Asfaw Ejeta; Zenebe BarakiThe aim of this study was to identify the current status of information communication technology (lCT) use in education in highs schools of area under study. The components of lCT that the study considered includes: instructional television (Plasma display panels), compacter and internet use that were introduced by Ethiopian government to improve quality of education especially in Preparatory level high schools. The primary objective of the study was to find out perceptions, opinion, and attitudes of students and teachers towards the advantage these package lCT use can offer in general and the importance lTV program offered in the following aspects that have major role to improve quality of education. The secondary objective of study was to find out whether basic factors that are useful to create lCT enabled learning and teaching environment to properly implement the technologies are available. Descriptive survey method was used to identify the attitudes of students and teachers to wards the advantage the integrated lCT use offered in five major aspects including introducing, new pedagogical methods, enabling collaborations, accessing remote resources, extending new educational opportunity, and enabling knowledge for the work place. It was used also to assess the attitudes of teachers and students towards the importance that TV program offered in the learning-teaching process. The development level of provision of some features (e.g. human resource, equipment supply, content development of teaching and learning materials) related to proper implementation of the technologies were identified through perception of the users and document analysis. For analysis, the data was secured from samples of 134 students of grade 12, and 52 teachers who teach different subjects on lTV, Likert's scales were used to see opinion, perceptions, and attitudes of the respondents. For basic knowledge and skill of computer Internet use, self rating scales were used. Results of the study indicates that, attitudes of the students towards the advantages of integrated use of lCT in education, and towards the importance of lTV program is positive except that, some students and teachers claim that some students could not cope with the speed and pronunciation of the TV instructors. On average, slightly both the students and teachers have positive attitudes towards the advantages establishment of the lCT components offered in improving quality of instructions and in accessing remote resources; and there is a better students' achievement after introduction of lTV for instruction. The results indicate also that insufficient skilled personals and inadequate supply of equipment's. From this it was recommended that the government and other stakeholders have to provide shortages revealed, has to expand the technology to more improve and make sustained quality of education in the country.Item Students' Disciplinary Problems in Merti and Wonji Secondary Schools: A Survey of the Views of School Administrators, Teachers and Students(Addis Ababa University, 2006-05) Ayele Mekonnen; Seyoum TeferraThe study attempted to examine the current condition of the schools to identify the types and causes of students' disciplinary problems. To this end, descriptive survey method was employed. The subjects of the study were 250 students , 100 teachers and 18 school administrators (principals, vice principals, unit leaders, and counselors). Information was solicited from the sample respondents through a questiOlU1aire consisting eleven sets of items (including bio-data) with close - ended and few open - ended questions. Tulle of the main issues studied were the types of commonly observed students' disciplinary problems, the causes for these problems, and the methods that should be employed to prevent and/or minimize such problems in the schools. The results of 'the study revealed that though 18 types of commonly observed students' disciplinary problems: were identified, 10 of them were grouped in to two by tube respondents and ranked as the first 5 most serious ones (tardiness, truancy, cheating during examination, disturbing in the classroom, and not doing home works) and the second five most serious ones (disrespecting the school community, fighting among each other, forcing cleaver students to give them exam answers, calling teachers by their names or nick names, and disobedience to the orders of their teachers). The causes were family related factors (low income, large family size, lack of offering love to children, low attitude to education, frequent conflicts and divorce), community related factors (unemployment, low living standard, illegal video houses, camping life, undermining unskilled labor, and the ethnic group engaged in an unskilled labor), school related factors (management problems" lack of facilities, large class size, problem of teachers' personality and lack of teaching skills), peer group related factors (the influence of peer groups having low academic performances, low interest to learning, repeaters in classes and disturbing peace of the community), and students personal related factors (psychological health problems - self isolation, violence, hostile feelings , and giving up hopes). Advice and reprimand, convincing students the negative effect of misbehavior reinforcing good behavior by rewarding, offering guidance and counseling, services, increasing students' participation in co-cul1'icular activities, suspension and dismissal from the school were the means that should be employed to prevent and/or minimize students' disciplinary problems in the schools.Item Assessment of the Practices and Problems of Preparatory Educational Program in Tigray Region(Addis Ababa University, 2005-03) Ayene Tamrat; Melaku YimamTile purpose of this study was to assess the practices and problems of Preparatory program in Tigray region. Descriptive survey method was used to Address the objectives of the study. The study was conducted in 5 preparatory Schools and the subjects of the study were principals, vice principals, teachers, Students and educational officials at Woreda, Zone and Region levels. The sampling techniques used to select the data sources were availability purposive and random sampling techniques. The instruments used to collect data from principals vice principals, teachers and students were questionnaire, and interview. Interview was used to collect information that would supplement the questionnaire from the educational officials of Wereda Zone and the Region. Moreove", observation was made in the sample schools. Various documents and statistical data found at the REB were also consulted. Qualitative and quantitative methods were used to analyze the data. The statistical tools used to analyze the data obtained were percentage, Chi-square and weighted mean The finding of the study revealed that the practice and the problem of preparatory schools in Tigray questionable, because there is no enough number (of teachers in the school and the qualification of the teachers is low. Most the teachers in preparatory schools are diploma holders.. In addition the facilities, and the services offered by library and laboratories in all preparatory schools in Tigray are not inform. In some preparatory schools there were good services of library and laboratories while in most of the schools there were no adequate services of library and laboratories due to lack of accommodation lack of laboratory technicians, and laboratory equipment. Thus, it is difficult for all students in Tigray who are sent directly from preparatory schools with inadequate facilities to learn in different universities. Based on the findings and conclusions, recommendations are forwarded to address the problem under study.Item Leadership Style and School Climate in Government General Secondary and Preparatory Schools of Gambella Region(Addis Ababa University, 2012-05) Behailu Fanta; Befekadu ZelekeThe purpose of this study was to assess the leadership style and school climate of Gambelia region government general secondly and preparatory schools with the intent of suggesting ways for the betterment of healthy learning environments. It attempted to answer the following basic research questions: What different leadership styles are employed by the principals? What types of leadership style are predominantly manifested by the principals? What are the different dimensions of school climate? Which school climate dominates? To what extent is the leadership styles of principals related with the school climate? In an attempt to answer these questions, descriptive survey design was employed. To this effect, standardized questionnaires (i.e. OCDQ-RS and LEAD-Other), interviews and observations were used. A sample of 116 teachers and 3 principals were selected using simple random and pwposive sampling techniques, respectively. The quantitative data obtained from standardized questionnaires were organized and analyzed as per the instruments scoring methods, and processed using SPSS version 20 and Microsoft Excel spreadsheet to generate standardized scores for each tools. Hence, ji•equency count, percentage, mean and standard deviation were used. The qualitative data, on the other hand, were analyzed using thematic analysis. Thus, the following major findings were obtained: Selling was the primary principals ' leadership style whereas telling, participating and delegating were their secondly styles. Principal directive behavior was the highest score among the jive dimensions of school climate. To this end, closed climate existed in all schools. It also revealed that the principals' perceptions of their behavior were different from how the teachers perceive them. This without doubt affects the climate of the schools. It was concluded that the principals of the three schools were not in a position of providing support and creating respectful relationships within and among teachers. Therefore, it was recommended that principals should familiarize themselves with the various leadership styles and their effectiveness in different situations. It was suggested that the REB should organize workshops where experts in the field will expose principals to all the details of school climate. Principals are, therefore, encouraged to adopt an open pattern of relationship with teachers for a happy atmosphere to exist in schools. Teachers are encouraged to be committed, faithful and to see to the success of their students. Key Words School Climate; Leadership Styles; Open! Closed Climate.Item An Assessment of Community Participation in Supporting Primary Schools Southern Zone of Tigray(Addis Ababa University, 2013-06) Berhanu Abate; Getnet TizazuThe main purpose of this study was to assess the participation of local community in support of educational programs in primary schools and thereby identify the potential constraints and the drawbacks encountered, strengths observed and suggest viable recommendations that would enhance the endeavors further. To this end, the study employed both qualitative and quantitative research method. Accordingly, One hundred six copies of questionnaires have been prepared and distributed to 90 PTA members and 16 Wierda education officials. Besides, questions of interview were prepared for 20 LETB members and 20 local community members. A total of 96 subjects (90.56%) have filled in and returned the questionnaires and interviews were conducted with 40 participants. Moreover, document analysis was used to supplement the data gathered through questionnaire and interview. Finally, the data gathered were analyzed using percentage and mean values as well as qualitative analysis. The results indicate that the level of participation of PTA, LETB and the local community was satisfactory though it is mainly limited to labor contribution. Nevertheless, it has been constrained by factors such as lack of knowledge and skill of PTA and LETB members in mobilization and governance, lack of coordination among the authorities etc. Among other things the study recommended the need to raise the awareness of the community, the need to build the capacity of the community and encourage PTA members to create a facilitated condition for promoting the participation of the community in a sustainable and meaningful manner.Item The Factors Affecting School Leadership Effectiveness in Government Secondary Schools of Kirkos Sub City, Addis Ababa City Administration(Addis Ababa University, 2018-11) Melkamu Bekele; Demoze DegefaThis study has explored the key factors that have influenced the effectiveness of school leadership in government secondary schools within Kirkos Sub-City, Addis Ababa. Although the pivotal role of leadership in educational success has been widely acknowledged, limited understanding has persisted regarding how specific leadership styles, professional development, school climate, and external influences have interacted to shape leadership outcomes in this context. Adopting a mixed- method research design, the study integrated qualitative interviews with school leaders and quantitative surveys administered across four secondary schools, employing availability or convenience, simple random, purposive, and stratified sampling techniques. The findings have revealed that collaborative, instructional, and transformational leadership styles—supported by adequate institutional resources and activities, continuous professional learning, and high teacher morale—have significantly enhanced school effectiveness and educational outcomes. Conversely, dependence on transactional leadership and minimal community participation has tended to impede progress. The study has concluded that strengthening leadership capacity through staff collaboration, targeted professional development, positive school culture and climate, supportive policy frameworks, and greater stakeholder engagement has contributed to overall educational outcomes. That is effective leadership practices have driven institutional activities and contributed to holistic educational outcomes. It has recommended strategic investments in leadership training and the enhancement of school climate to improve educational outcomes and teacher satisfaction across the sub-cityItem Practice and Challenges of Female Teachers’ Participation in Secondary School Leadership: The Case of Seka Chekorsa Woreda(Addis Ababa University, 2021-05) Wasenu Tessema; Getnet TizazuThe study was conducted to assess the practice and the challenges female teachers face in relation to leadership in six secondary schools in Seka Chekorsa Woreda, in south west Ethiopia. Both qualitative and quantitative data were collected using questionnaire and interview. Descriptive survey was employed in the study. Questionnaire was administered to 122 teachers while interview was held with 14 stakeholders. The qunatitiave data were analyzed using SPSS software (Version 21.0) and presented using figure and tables as weighted mean, SD, frequency, and percentage. Different items were used based on socio-cultural factors, attitudes of females towards themselves, challenges of female teachers to lead secondary schools and female teacher participation in secondary schools in Seka Chekorsa Woreda. The findings of the study revealed that 53% of the respondents replied that female teachers concentrated at lower grade leadership position, and 51% were replied that more female teachers liked teaching than leading schools. Also, luck of support from family and family , child bear and that women have less ability and skill than men who they said in leading schools. It was also found that women do not like taking responsibility; they are not interested in power; and they avoid risk-taking; it was found that stereotypes hinder females from leadership. On the other hand, many of the respondents responded that administration factors and selection criteria highly affect female teachers participation on school leadership. The study also revealed that females and males are socialized differently to perform different roles as household burden lowered females’ leadership. The representation of females was not equal with males on all educational systems. Therefore, the Government should focus on females’ motivation in educational leadership and improve leadership representation. Also, at the school level, females should participate on different responsibilities to develop their skills on leadership position.Item Students’ disciplinary problems and their management at Kokebe Tsibah Secondary School in Addis Ababa, Ethiopia(Addis Ababa University, 2025-05) Yemsrach Yoseph; Kenenissa DabiThis research aimed to explore the disciplinary problems and their management at Kokebe Tsibah Secondary School in Addis Ababa, Ethiopia. Through a qualitative research approach, the study focused on the prevalent issues of absenteeism and lateness among students. The researcher used the snow-ball sampling method and data was collected through interviews with teachers, students, and school administrators, as well as focus group discussion with guidance and councilors and document analysis of grade 11 students. The findings revealed that absenteeism and lateness were significant disciplinary problems at the school. Factors contributing to these issues included students' lack of motivation, parental neglect, school climate, parental economic background, and educational policies. The study concludes that addressing these underlying causes is crucial for effective disciplinary management and improving the overall school environment, and ineffective school management practices. The study recommends strategies such as parental involvement programs, student counseling services, providing students with academic and social support services and stricter attendance policies to address these challenges and improve the overall disciplinary environment at the school. Keywords: disciplinary problems, school management, absenteeism, lateness, school climate, parental background, educational policies.