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Item A Comparative Study of the influence of School Climate on Students’ Academic Achievement in Government and Private Secondary Schools in Lideta Sub-City, Addis Ababa(Addis Ababa University, 2026-06-01) Lijalem Getahun; Yekunoamlak AlemuSchool climate serves as a critical psychosocial determinant of student success, yet in the Ethiopian context, institutional focus remains largely limited to physical resource allocation. Understanding the human and organizational factors that cultivate high achievement is vital for addressing the performance divide in urban educational centers. This research investigated how multi-dimensional school climate dimensions directly determine Grade 12 academic achievement levels in the Lideta Sub-City of Addis Ababa. The study used a mixed-methods sequential explanatory design to examine the persistent performance gap between government and private institutions. Data collection involved 175 students and 125 teachers from four specific schools: Kefitegna-23, Ewuket Lefere, New English Private School (NEPS), and Omega. To quantify the relationship between the research variables, school climate was measured using the School Climate Index (SCI) and an adapted student survey. At the same time, academic achievement was analyzed using official Grade 12 National Examination results. Quantitative results demonstrated a significant climate gap across sectors (p < .001). The independent samples t-test revealed that higher outcomes in private schools were strongly associated with principal visibility and teacher respect. In contrast, the lower performance in government schools was linked to facility challenges and minimal parent involvement. The study found that a robust culture of high academic expectations in private institutions directly supported their 39.51% pass rate, whereas bureaucratic burdens and library misuse hindered the government sector. In response to identified safety fears among female students and a pervasive "surrender mentality" regarding exam failure, the researcher recommended that the Sub-city hire professional female psychologists to provide targeted psychosocial support. Policy implications include the allocation of budgets for teacher tutorial incentives to mirror private-sector success. Finally, school leaders must protect academic spaces like libraries for study only and implement digital tools to improve home-school communication.Item Time Management Problems of Government Secondary and Preparatory Schools' Teachers in Kolfe Keranyo sub-city of Addis Ababa city Administration(Addis Ababa University, 2016-12-01) Berhanu Zewdie; Abdu AbagibeThe purpose of this study was to investigate the problems related to time management problems of secondary and preparatory school teachers in kolfe keranyo sub-city of Addis Ababa city Administration. For the study the secondary and preparatory schools were selected using purposive sampling technique, while the respondents were selected through simple random sampling. Data were collected using closed and open ended questionnaires and semi-structured interviews. The participants of the study were selected by using purposive sampling techniques based on their ability to help the researcher understand the problem and research questions. From the selected sample schools, 12 school principals, J 51 teachers including department heads. 42 administrative workers and 40 teachers associations members found in the sub city were selected as a sample size by using simple random sampling technique. primary sources of data were used the questionnaires which contain both close - ended and open - ended items were administered to sample teachers, department heads, administrative staff and the teachers' association members. On the other hand , semi - structured interview was employed for 12 secondary schools' principals. After the relevant and sufficient data collected, it was organized, tabulated and presented under their respected categories in the form of numbers and percentages. Hence, the collected data indicated that there are many problems that pressure teachers to waste or manage time in the instructional delivery in the schools. Among the problems that contribute to teachers' current time management problems, lack of strategies of time management, unconscious on true reasons for procrastination, teachers & workers maintain a "To-Do" list priority and unsatisfactory school 's culture of time management. As the problems related to teachers time management, based on these findings it was recommended that improving the awareness of teachers on time management problems, motivate them to utilize their time lip to the maximum extent and taking appropriate actions on time wastersItem Strategic Management Practices in Higher Education: Analysis of Perceived Efficiency and Effectiveness in Comprehensive Universities in Ethiopia(Addis Ababa University, 2026-04-05) Manaye Abera; Jeilu OumerThis dissertation examined the perceived efficiency and effectiveness of strategic management practices (SMPs) in Ethiopian public comprehensive universities. An explanatory sequential mixed-methods design (QUAN→QUAL) was employed. Quantitative data were collected from 744 respondents across eight universities, while qualitative evidence was generated through interviews, focus group discussions (n = 75), and document analysis. Data were analyzed using SPSS version 27 and SPSS AMOS version 23. The findings revealed that environmental scanning demonstrated moderately institutionalized, with SWOT analysis widely utilized, whereas advanced tools such as PESTEL analysis, stakeholder analysis, and student needs assessment remained largely underutilized (M = 2.75). The measurement model demonstrated excellent fit(χ²/df = 1.378; CFI = 0.962; TLI = 0.965; RMSEA = 0.068 with acceptable reliability (α = .76), while Structural Equation Modeling (SEM) confirmed that environmental scanning had strong positive and statistically significant effects on efficiency (β = 0.61, p < .001, R² = 22%) and effectiveness (β = 0.65, p < .001, R² = 18%). Strategy formulation was weak and insufficiently institutionalized (M = 2.48). Although universities demonstrated relative strength in developing mission and vision statements, they faced major limitations in setting SMART goals, prioritizing strategic actions, and allocating resources effectively. The measurement model demonstrates excellent fit(χ²/df = 1.378; CFI = 0.962; TLI = 0.965; RMSEA = 0.068), with strong reliability (α = 0.83), while SEM results indicated that strategy formulation positively influenced efficiency (β = 0.28, p < .001) and effectiveness (β = 0.18, p < .001). Strategy implementation was similarly weak, centralized, and resource-constrained (M = 2.49), with limited structural alignment and incentive mechanisms. The measurement model demonstrated excellent fit (χ²/df = 1.167; CFI = 0.992; TLI = 0.991; RMSEA = 0.069) with strong α = 0.81), indicating consistent, while SEM results confirmed significant positive effects on efficiency (β = 0.32, p < .001, R² = 23%) and effectiveness (β = 0.28, p < .001, R² = 19%). Likewise, M&E shows a moderate overall level (M= 2.68), indicating it is not fully institutionalized. The measurement model demonstrates good fit (χ²/df = 1.263, GFI = 0.852, CFI = 0.989, TLI = 0.998, RMSEA = 0.065) with strong reliability (α = 0.87), while SEM results confirm that M&E has a positive andsignificant effect on both efficiency (β = 0.31, CR = 5.01, p < 0.001, R² = 21%) and effectiveness (β = 0.37, CR = 5.12, p < 0.001, R² = 18%). Overall, SMPs were moderately institutionalized and characterized by top-down approaches, weak stakeholder participation, limited communication, resource constraints, and unstable policy environments, which undermined universities’ ability to achieve strategic objectives. The study recommends strengthening institutional autonomy, performance-based funding, participatory planning, governance systems, and infrastructure to improve strategic efficiency, effectiveness, and sustainable institutional transformationItem The Status of Parrent-Teacher Association Participation in the Management of Government Primary School of Addis Ababa(Addis Ababa University, 2013-06-01) Tilahun Gebrehiwot; Zenebe BarakiThe main objective of this study was to assess the status of Parent- Teacher association participation in government primary school of City administration of Addis Ababa. To conduct the study, a descriptive survey method was employed to obtain pertinent information concerning the status of PTA participation in the management of school. The study had a total of 269 respondents (154 school leaders (i.e. vice principals and department heads) and 115 PTA members) were taken from randomly selected schools. In this study purposive sampling was used to PTA members, department heads, and vice principals as well as, availability sampling for woreda education officials and principals. Document analysis was also made to supplement the data gathered through questionnaire and interviews. The data obtained from respondents were tallied and arranged in tabular forms to analyze them using statistical measures of mean, grand mean, standard deviation, percentage and t-test. The finding of the study shows, that PTA's involvement in management of school activities was medium. The degree of involvement concerning monitoring and evaluation school activities, initiating parents and community to volunteer at school, empower capacity of PTA members through trainings, and awareness about the role and responsibilities of PTA members were not high. To reduce the challenges of PTA involvement in school activities recommendations such as preparing consistent monitoring and evaluation program, motivating PTA members to participate in management of school, providing appropriate and adequate training program, providing participatory leadership style in school, woreda and sub-city level should be given were madeItem Practices of Time Management of Secondary School Principals in Mekelle Zone of Tigray(Addis Ababa University, 2013-06-01) Tsegabrhan Tekleab; Mekasha KassayeTime Management practice of Principals' of Secondary School of Mekelle Zone of Tigray Regional State. The purpose of this study was to assess time management practices of secondary school principals of Mekelle Zone of Tigray Regional State. To achieve this purpose the study employed a descriptive survey method. Forty eight samples of principals of the study were selected using available sampling techniques. Likert scale type of 30 item questionnaires, seven interview questions and document review were the main data gathering instruments. The data were analyzed using frequency, percentage and mean. Then, it is concluded that principals have problems of time concepts and its management. The points of recommendation include: like on the other basic resource, training on the concept of time is useful on effective use of time management that has problems with time management skill. The curriculum does not show the time management detailed like the other resources. So, it is suggested to work beyond that. In education, curriculum developers give necessary place to concept of time in depth and policy makers are advisable to give emphasisItem An Investigation of Internal Quality Assurance System in Ethiopian Higher Education Institutions(Addis Ababa University, 2026-06-01) Girma Awaki; Belete KebedeThis study investigated the internal quality assurance system in Ethiopian higher education institutions. Despite the policy interventions, evidence suggests that the quality of education continues to deteriorate, indicating a need for systematic investigation into the functioning of internal quality assurance systems. A convergent mixed-methods design was employed, integrating quantitative and qualitative data collection and analysis. Data were gathered from 303 instructors and 355 postgraduate students through structured questionnaires, as well as from 20 key informants such as quality assurance directors, coordinators, experts, and senior instructors through semi-structured interviews, totally 678 participants. Additionally, document analysis was conducted on quality assurance policies, audit reports, and institutional documents, especially the document of institutional quality audit standard for HEIs has been reviewed and analyzed critically. Quantitative data were analyzed using descriptive statistics such as frequencies, percentages, mean scores, and standard deviations, and inferential statistics including one-sample t-test, ANOVA, and Pearson’s correlation, while qualitative data were analyzed thematically following Braun and Clarke's six-phase framework. The findings revealed that while formal internal quality assurance system structures exist across all sampled institutions, these structures operate primarily as compliance-oriented mechanisms responding to external accountability demands rather than as engines of genuine quality improvement. Students demonstrated limited familiarity with internal quality assurance system concepts, with 40.8% reporting no familiarity and only 23.4% affirming the existence of an effective system. Student participation in quality assurance activities was consistently low, with a composite mean of 2.44 (p < .001), and only 18% reported ever attending quality assurance-related meetings. The student support system received below-moderate ratings (M = 2.84, p < .001), with PhD students rating support services significantly higher than master's students, and government-sponsored students reporting better support than self-sponsored students. Research and publication support was particularly weak (M = 2.70, p < .001), with funding opportunities and grant awareness identified as the most severe deficiencies. Instructors have demonstrated higher awareness of internal quality assurance system compared to students, with 86.5% reporting at least some familiarity with internal quality assurance system concepts, yet only 40.3% affirmed the existence of clear implementation guidelines. The overall effectiveness rating from instructors (M vi = 2.97) did not statistically differ from the moderate benchmark, indicating neutral perception. Pearson correlation analysis revealed that all dimensions of the internal quality assurance system were positively and significantly correlated, with the strongest correlation observed between IQAS policy and effectiveness (r = .70, p < .001), followed by focus area implementation and effectiveness (r = .61, p < .001), and policy and focus area implementation (r = .58, p < .001). Student participation correlated moderately with policy (r = .56, p < .001) and effectiveness (r = .55, p < .001), but weakly with educational resources (r = .34, p < .001). Qualitative findings revealed a persistent gap between policy and implementation, with participants characterizing internal quality assurance system impact as "effort without measurable impact" and educational quality as "stagnant." Resource scarcity was identified as the most significant barrier by 84.8% of instructors, followed by inadequate training and development (81.2%), limited stakeholder engagement (75.2%), lack of institutional commitment (70.6%), and poor communication (67.0%). Enabling factors included leadership commitment, growing institutional autonomy, and the reservoir of senior academic expertise. Despite numerous challenges, several best practices were identified. The study concludes that the internal quality assurance system in Ethiopian higher education institutions is characterized by institutionalized formalism rather than substantive transformation, with a deep disconnect between policy and implementation, chronic resource scarcity, superficial student participation, significant inter-institutional variation, and stagnant educational quality. The Pearson correlation findings confirm that IQAS functions as an integrated system wherein improvements in one dimension are associated with improvements in others, and that student participation is driven more by policy and culture than by physical resources. Recommendations are offered for higher education institutions, the Education and Training Authority, and the Ministry of Education. The study contributes to the literature on quality assurance in developing country contexts and provides empirical evidence for policy reform aimed at transforming Ethiopian higher education from compliance-driven to quality-centered institutionsItem Disciplinary Problems of Students in General Secondary Schools of South West Shoa Zone(Addis Ababa University, 2013-06-01) Taye Merga; Wossenu YimamThe purpose of the study was to explore disciplinary problems of general secondary schools in South West Shoa Zone. To these ends, attempts were made by the study to identify prevalent disciplinary problems of students and their possible causes by examining the home related, teacher related, school environment and administration related, curriculum related, and personal problems related factors of students with disciplinary problems. Moreover, the study proposed more effective and appropriate means to alleviate discipliaryy problems of students. The study was conducted on five selected sample general secondary schools found in South West Shoa Zone. From sample schools, 12 school principals, 42 teachers and 396 students were selected by purposive sampling for school principals and random sampling for teacher and students were employed. From these, 12 school principals, 40 teachers and 384 students filled in and returned the questionnaire. Then, the collected data were analyzed using percentage, mean score and (-test methods. The findings on the study revealed that general secondary school students in South West Shoa Zone reflected a number of disciplinary problems, of which the most important ones were late coming, coming school without the necessary materials, failure to do home work and class work, improper dressing and hair style, absenteeism, jumping over fences and through other forbidden exits, and damaging/destroying school property. Besides, the study groups perceived a moderate relationship between the overall students' disciplinary problems and the degree of their disruption of teaching- learning process. The result of the study also indicated that higher frequency of disciplinary problems does not necessarily imply higher degree of disruption. The findings of the study also indicate that there were many factors of disciplinary problems in the home, school environment and administration related, teachers related , curriculum related and personal conditions related factors. To be more specific, regarding the home related factors, the study showed that students in general secondary schools found in South West Shoa Zone were reflecting disciplinary problems partly because of their family home life situations. Similarly, the study indicated that there were problems related to teachers, and school environment and administration. These problems were found to be minor causes for general secondary school students' disciplinary problems. With regard to curriculum related factors such as not addressing pupils ' needs and interests, and difficulty of the lesson have minor effect of general secondary school students' disciplinary problems. As far as a personal condition is concerned, the study showed that adolescence and related factors were major causes for disciplinary problems observed in general secondary schools in the zone. Lastly, as it is evident from the findings in the study, positive disciplinary measures were found to be effective and appropriate to minimize or avoid disciplinary problems of studentsItem Achievements and Challenges in Implementing General Education Quality Improvement Program in Government Secondary School of Arsizone of Oromia Regional State(Addis Ababa University, 2015-06-01) Lemma Tenkolu; Wossenu YimamThe study aimed at conducting a study on the Achievements and Challenges in Implementing General Education Quality Improvement Program in Arsi Zone of Oromia national regional state. For this, five basic questions were formulated, which emphasized the successfulness of GEQIP, pillars got more emphasis, the appropriateness of indicators used for evaluation of GEQIP, the achievement and challenges in implementing GEQIP. The sources of data were woreda and zone education officials, teachers, students, school principals, supervisors and school PTA members (that run and support GEQIP).Questionnaires, interview and FGD were used to gather both quantitative and qualitative data. A multi-stage sampling strategy was used to select sample schools. 393 students and 123 teachers sample respondents were selected randomly fom eight first cycle secondary schools (9-10) and eight second cycle secondary schools ( 11-12) ;Accordingly, out of the 516 questionnaires, 514 (99.6%) were filled in and returned. Moreover, additional data were properly gathered through interview, Focus Group Discussion and document review from 8 supervisors, 28 Schools Parent Teachers Association members, 23 Woreda education officials and 16 Principals. Based on the four major components and two supplementary of GEQIP: Curriculum, text book and assessment; School Improvement Program;Teacher Development Program; Management and Administration; ICT and CEE have been investigated and analyzed by different research instruments as much as possible.Data obtained were analyzed and entered into the computer using appropriate statistical package for the social science (SPSS version 21 .0) software and manually considering the descriptive nature of the study. The quantitative data were edited, organized and tabulated by using SPSS with fequency , percentage and average. The findings revealed that shortage of qualified teachers; high student dropout; large teacher pupils ratio; large class size; high failure in national examination of grade 10 and 12 that is 71% and 44.8 % respectively; Poor functioning of CPD program; poor monitoring, evaluation and feedback giving system for the function of planning and program. Overall the result of this study to achieve the general objectives of the GEQIP recommends that zone and woreda education office with collaboration of stakeholders and other bodies (woreda administrative office. Regional education Bureau, Governmental and nongovernmental organization and community at the large) who are concerned and linking with implementing and functioning for improvement of GEQIP are expected to take in to consideration; to solve shortage of qualified teachers, to manage educational wastage such as high student dropout and failure in national examination for the final success of the GEQIP implementation.Item Effectiveness of Principal Instructional Leadership in Secondary School of Akaki Kality-Sub-City(Addis Ababa University, 2016-06-01) Mulat Belete; HaileSelassie W/gerimaThe purpose of this study was to assess the current status of instructional leadership effectiveness and to investigate some of the factors that affect its provision in secondary school of Akaki Kality's sub city. Leader's engagement in defining mission, managing curriculum and instruction, supervising instruction, monitoring student progress, promoting school learning climate were used as indicators to assess instructional leadership effectiveness. The context in which instructional leadership is held such as, personal characteristics, organization characteristics and district/zone administrative characteristics were treated as influencing factors.! the study was conducted in 2 secondary schools selected from 5 by using purposive 8 school leaders, and 56 teachers were used as the subjects of the study to obtain the necessary data. Questionnaire, unstructured interview and focus group discussion were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage and data obtained through interview and focus group discussion were analyzed qualitatively through descriptive narration or theoretical presentation for the purpose of triangulation. Findings from the data analysis revealed that most school leaders are not effective neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department and unit leader as a leader and number of organizational characteristics, availability of instructional resource. Addis Ababa city administration education Bureau in collaboration with Woreda education office and sub city should define the instructional leadership roles of leaders clearly in terms of the five dimensions, provide trainings in the area revise and improve the selection and appointment criteria of leadership positions reduce and improve the organizational and district factors debilitating instructional leadership role of the leaderItem Emotional Intelligence and Leadership Effectiveness of Principals I Pre-Primary Schools in Yeka Subcity(Addis Ababa University, 2018-06-01) Mahilet Legesse; Befecadu ZelekeThe purpose of this study was to investigate the relationship between emotional intelligence and leadership effectiveness of principals in Yeka Sub City Pre-primaty schools. This study measured the emotional intelligence of principals and their leadership effectiveness using the Emotional Intelligence Appraisal and Leadership Improvement Tool. A descriptive correlation research design was used to achieve the objectives of the study. The research participants were 68 principals and 123 teachers who work in private Pre-schools in Yeka Sub City. For the purpose of this study two kinds of standardized questionnaires were used: to measure the emotional intelligence of the pre-school principals the researcher used The Emotional Intelligence Self Appraisal and to measure their leadership skill an Educational Improvement Tool was used. The data analysis has been done using different statistical techniques like frequency counts, mean, standard deviation and IBM SPSS version 20, Peat•sons product moment correlation test were used to investigate the relationship between the dependent and independent variables. At-test was employed to determine if there was a significant difference between the mean scores of the school principals and teachers. The result of this study revealed that the existing level of emotional intelligence of pre-school principals has a significant effect on their leadership performance. In addition there was a difference score between pre-school principals and teachers rating. When age and years of experience compared to emotional intelligence it does not have a significant effect on leadership performance. Thus Implementation of EI in any organization by a leader to be effective and efficient plays a vital role to leadership skill. Therefore pre-school principals need to work on their emotional intelligence considering the effect that their EI skill has an impact on their educational leadership skill and successes in their working environment.Item Gender Differences in School Leadership Effectiveness in Government Primary Schools in Southern Zone of Tigray Regional State(Addis Ababa University, 2013-06-01) Mebrat Haftu; Befekadu ZelekeThe purpose of this study was to identify gaps and challenges in talent management practices of MoFED & MoE and forward possible suggestions on the basis of talent management literature concept. In this regard, the study employed mixed research approach with a concurrent triangulation strategy or model and a descriptive research survey design. The basic questions the research set out to examine were: the practices of talent management; the alignment of talent management practices to the overall business strategy and policies; the policies and systems that were in place to implement talent management; and the key challenges faced by the ministries in their approach to talent management. The study employed both primay & secondary sources of data. The total sample size was 232 of whom 129 were from MoFED and 103 were from MoE. The sampling techniques used were Stratified simple random sampling and purposive techniques were employed for the quantitative and qualitative data respectively. The major data collecting instrument was questionnaire along with interview and document analysis used to triangulate the survey data from the questionnaire. In addition, different statistical data analysis methods such as mean, percentage, and one way ANOVA were used for analysis and interpretation of data. In the study, it was found out that the leadership and management of these two ministry offices lack a wide & clear knowledge and understanding of talent management concept. The existing positions lacked further differentiation and organization in to pivotal job groups so that it could be given the appropriate focus and attention. In addition, there were no proactive separate developments of talent pool of high potential and high performing employees. It was found out that the existing human resource architecture were not adequately differentiated to purposefully attract, recruit, develop, deploy and retain strategically high performing and high potential employees. Overall, it was concluded that the ministry offices were not practicing talent management practices in accordance to the concept's central theme. It was then suggested for the ministry offices' leadership and management to establish talent focus through organizational talent management definitions, values, principles and business context by developing a talent management strategy. It was also the recommendation of the researcher that the ministry offices identify and organize key strategic positions and group them together, establish pivotal talent pool and attract and select employees who are high performing and high potential for these positions. Finally, it was suggested that the ministry offices develop the appropriate differentiated HR architectures that are policies, procedures, systems etc that would allow them to manage the these employees in accordance with their strategic contributionItem Talent Management Practices in Selected Federal Civil Service Institutions in Addis Ababa: The Case of Ministry of Finance and Economic Development and Ministry of Education(Addis Ababa University, 2012-06-01) Nebiat Gizaw; Kenenisa DabiThe purpose of this study was to identify gaps and challenges in talent management practices of MoFED & MoE and forward possible suggestions on the basis of talent management literature concept. In this regard, the study employed mixed research approach with a concurrent triangulation strategy or model and a descriptive research survey design. The basic questions the research set out to examine were: the practices of talent management; the alignment of talent management practices to the overall business strategy and policies; the policies and systems that were in place to implement talent management; and the key challenges faced by the ministries in their approach to talent management. The study employed both primay & secondary sources of data. The total sample size was 232 of whom 129 were from MoFED and 103 were from MoE. The sampling techniques used were Stratified simple random sampling and purposive techniques were employed for the quantitative and qualitative data respectively. The major data collecting instrument was questionnaire along with interview and document analysis used to triangulate the survey data from the questionnaire. In addition, different statistical data analysis methods such as mean, percentage, and one way ANOVA were used for analysis and interpretation of data. In the study, it was found out that the leadership and management of these two ministry offices lack a wide & clear knowledge and understanding of talent management concept. The existing positions lacked further differentiation and organization in to pivotal job groups so that it could be given the appropriate focus and attention. In addition, there were no proactive separate developments of talent pool of high potential and high performing employees. It was found out that the existing human resource architecture were not adequately differentiated to purposefully attract, recruit, develop, deploy and retain strategically high performing and high potential employees. Overall, it was concluded that the ministry offices were not practicing talent management practices in accordance to the concept's central theme. It was then suggested for the ministry offices' leadership and management to establish talent focus through organizational talent management definitions, values, principles and business context by developing a talent management strategy. It was also the recommendation of the researcher that the ministry offices identify and organize key strategic positions and group them together, establish pivotal talent pool and attract and select employees who are high performing and high potential for these positions. Finally, it was suggested that the ministry offices develop the appropriate differentiated HR architectures that are policies, procedures, systems etc that would allow them to manage the these employees in accordance with their strategic contributionItem An Assessment of School Development Plan Practice in Secondary Schools of Bale Zone Oromia Regional State(Addis Ababa University, 2012-06-01) Mekonnen Adugna; Jeilu OumerThe purpose of this study was to assess the school development plan practice in secondary schools of bale zone Oromia regional state. To this end a descriptive survey method was employed for the study. The samples of the study were selected from five woredas and secondary schools of the study zone. The data were gathered from respondents through questionnaire and intervew. Furthermore. document analysis was made to supplement the data collected through questionnaire and interview. Likert scale types and open elided items questionnaire was distributed for all three heads 24 school leaders. 75 teachers and 100 students. In order to get additional and in-depth information 3 zone education experts, KETB. woredas education offices and 10 PTA members 5 school supervisors and 5 principals were interviewed. The data obtained were analyzed by using percentage. mean score, weighted mean value. The finding of the study revealed that lack of the participation of stakeholders in the school development process, lack of reliable data for the analysis. problem of data collection and training as well as lack of practice of school development plan implementation and problem of preparation process, resource capacity in terms of adequate and qualified manpower, financial and material were limited, and lack of co-ordination and integration. Therefore, it is recommended that strengthening the participation of the stakeholders. ill/proving the resource capacity, making collaboration on work, giving attention to monitoring and evaluation should be mandatory to achieve the anticipated SDP.Item Factors Affecting Academic Performance of Orphan Students in Selam Number 2 Primary School(Addis Ababa University, 2015-06-01) Mekuria Legesse; Getnet TizazuThe purpose of this study was to identify the major factors affecting the academic performance of orphan students in Selam Number Two Primary School in Addis Ababa. More specifically, the study tried to look into the major problems in relation to the academic performance of orphan students in the school studied. So as to conduct this research, descriptive survey design was employed. The primary sources of data were 36 orphan students (chosen from Grades 5-8), 21 subject matter teachers, both two school administrators and 2 guardians, that were selected using simple random sampling, and purposive sampling techniques respectively. The collected data were analyzed quantitatively using percentage, frequency, mean and standard deviation. On the other hand, the qualitative data were associated with quantitative data. The findings of the study revealed that, most frequently, the teachers utilized lecture method of teaching in their classes, disciplinary problems, lack of classroom management, lack of effective assessment and feedback, low interest in teaching and poor teaching method were among the major problems observed in the sampled school. And these factors were reported to adversely affect the academic performances of the students. It was also found out that the support provided by principal and deputy director to resolve these problems were not sufficient. On top of that the study also showed that educational facilities were not sufficient to materialize the effective teaching learning process in the class. By way of recommendation, the study called for better understanding about the students' low academic performances (possibly through action research); the need to make the necessary educational materials available; the provision of professional supports for teachers (that would enable them to use a more student centered approach); and for the principal and deputy director to equip them with the necessary skills' to help them improve the academic performances of students.Item Factors Affecting Women's Participation in Secondary School Leadership in Selected Sub-Cities of Addis Ababa(Addis Ababa University, 2014-06-01) Hirut G/Yesus; Getnet TizazuThe overall objective of this study was to explore the problems responsible for underrepresentation of women in leadership in the secondary schools of selected sub- cities in Addis Ababa. More specifically, the study sought to investigate the current status of female principals in three sub-cities (Arada, Yeka, and Kirkos) of Addis Ababa city administration secondary schools, to examine the factors that hinder women to accept educational leadership particularly in secondary school principalship, to identify the way in which Women could be aspired and develop self-confidence in order to be efficient leaders. Descriptive survey study with mixed research approach (i. e. quantitative and qualitative) was employed for this study. To collect the main data, questionnaires were administered among i43 male teachers, 30 female teachers, six male and one female supervisor, eight principals and vice-principals. Furthermore, empirical materials were gathered from three heads of sub-city education office, eight female teachers and two city education bureau deputy heads through interviews and were analyzed thematically. The data collected via questionnaires were computed through percentage, mean and mainly weighted mean. Results indicated from all the items stated most of them affect women 's participation moderately. However home and family responsibility were found great impact on women's participation of school leadership. Feminine character of female principals was assumed to lead to school violation, rather the findings confirm that it creates conducive condition for students learning. The overall recommendation of the study was the government should give great emphasis to work on women leadership, since the country's half of the population is women wastage of natural resource should be minimized. Based on the results, recommendations have been forwarded and further studies have been recommended.Item Factors Affecting Motivation of Secondary School Teachers in Abe Dengoro Woreda, Horo Guduru Wollega Zone(Addis Ababa University, 2015-06-01) Regassa Gidessa; Yekunoamlak AlemuIn this study attempts have been made to study factors affectting teachers' motivation in Horo Guduru Wellega Abe Dengoroo woreda secondary schools. For the purpose of accomplishing this research and achieving research objectives, the researcher employed survey study with descriptive research design. A total of 99 teachers, a cluster resource supervisor and 3 directors of for secondary schools were the subject of the study. A total population for teachers, purposive selection for supervisor and simple random sampling techniques were used for participant selection. To this end, both secondary and primary sources, related literature and both open and closed ended questionnaire and interview were used to address the research questions. This was by distributing questionnaires to a sample of 99 teachers and interviewed with 3 principles and a supervisor. Out of these, 88 (89%) of teachers and all interviewed groups were participated. Collected data were analyzed by descriptive method using quantitative followed by qualitative description. In surveying the problem under study the researcher explore that teachers were unmotivated in the study area. Among sources of dissatisfaction of teachers were poor working condition, absence of recognition for which teachers do well and poor remuneration and lack of incentives, low salary paid for teachers that leads to low status of society for teaching profession, appraisal performance evaluation in schools were unfair and did not motivate teachers and also did not attached to promotion and award. Little attention was given in improving the education system through teachers so. teachers did not upgrade their qualification as they intended. and principals did not participate teachers in school administrative activities. Hence. concerned bodies of the organization from schools to ministry of education level shall have to do their best to secure good for education and professional aspects alongside for teachers' welfareItem Study of the Redd- Barna Assisted Basic Education Development Project in Alefa Woreda North Gondar Zone(Addis Ababa University, 2003-06-01) Shumye Wolde; Yalew IngdayehuThe mam objective of this study was to investigate the role of Redd- Barna and its contribution to the development and expansion of basic education projects in Alefa Worda North Gonadar Zone of the Amhara Regional state Questionnaire survey, interview, document analysis, personal observation, focus group discussions were the main instruments used to collect the necessary data, Data analysis was made by using statistical tools such as percentage and rank order correlation coefficient to identify whether there are differences and similarities in the judgment of the respondents regarding the various variable on the role of Redd- Barna Ethiopia in Basic Education development projects. The results obtained suggested that with the overall objective of promoting the provision of quality basic education for out of school children, Redd- Barna has been supporting basic education to Alefa Woreda. As a result of implementing the Basic Education Project, new schools have also been built in Kebeles of Peasant Association~; where there were none. In other kebeles where there are no schools, .AJternative Basic Education Centers have been established. Poor children have been provided with exercise books, ballpoints, pencils, etc. and this has enabled (:,any children to get education in ABE and literacy programs. According to the study the inputs of Redd Barna have enabled to provide education for a large number of school age children, youths and adults. The study further revealed that efforts have been made in setting up coordinating committees for orgal1lzlI1g the varIOUS activities of Redd- Barna In BEDPs. Administration and education officials at zone and woreda level have been close;y working with Redd Barna project coordinators. Redd- Barna has involved all these officials in planning, implementing, monitoring and evaluating the projects. The transparency of the work of all involved in the implementation process has won the commitment and dedication of all groups. All stakeholders have successfully played their roles. On the other hand attempts have been observed to monitor and evaluate projects based on the sustainability and impact of the projects. In addition, it was observed from the study that stakeholders and beneficiaries are involved in the monitoring and evaluation of BEDPs. This has ensured the success of the implementation of the project. Finally based on the findings and conclusions, recommendations were made to address the problem under studyItem The Innuence of Family Variables on Students' Academic Achievement in Kolfe Keranyo Sub-City Preparatory Schools in Addis Ababa city administration(Addis Ababa University, 2017-06-06) Rebira Dugassa; Dame AberaSince conception to independence life,parents take the lion share of responsibility in guiding and supporting their children and adolescents including school performance but adolescents underachievement is becoming a rising social problem. Thus,the purpose of the study was to examine the association between some parent /family variables and preparatory schools ( grade 11 & grade 12) student's academic achievement in Addis Ababa City Administration, Ethiopia. The study employed a descriptive survey as it enabled to describe using large sample size. Using simple random technique, 345 students were sampled for the study. Student record sheet and Questionnaire were adlninistered as the main data collection instrument. The collected data was analyzed using both descriptive and inferential statistics . The findings of this study revealed that students ' academic achievement is significantly influenced by family structure (F (2,342) = 3.189, p<.05) and parents monthly income (F (2,342) = 5.915, p<.05). Also, there were a positive but generally weak correlation between preparatory school students academic achievement and parents education (11 =.265), parents occupation (11 =0.237), SES (11 = .398), parent/family involvement (r =0.062) and the parenting styles (J-= 0.208,p< O.OI).From the findings of this study, the researcher recommended that the Government need to sensitize using media to increase parents involvement at school and home level in relation to students academic activities to enhance their performance. Also, the school administration should fix the number of education days for parents so that parents can be more involved with their children's academic performance. Parents should improve on their family leadership style since this can affect adolescents' performance in higher secondary schools. Finally, since students performance from single parents and lower income families seem less successfull, school counseling, tutorial and educational material support has to be consideredItem Practice and Contribution of Instructional Leadership in Enhancing Student Results and its Challenges: The Case of Primary Government Schools of Woreda 12 of Nefas Silk Sub City(Addis Ababa University, 2018-06-01) Dina Bekele; Kenenisa DabiThis study was designed to examine the practice, contribution of instructional leadership in enhancing student results and its challenges in government primary schools of woreda 12 Nefas silk subcity. Thus, the fundamental objectives of the study were to, identify the current instructional leadership practices,find out the extent to which the instructional leadersup practices effectiveness in the schools,to describe the challenges faced while implementing the leadership practices and to .observe the extent to which the instructional leadership practices have contributed on improving students’learning outcome. A descriptive survey design was used in the study. The subjects of the study were the teachers, principals, vice principals, department heads and cluster supervisors. Quantitative method was used to collect data from both respondents and was guided by three research questions; such as, how is the instructional leadership practiced in the primary schools? To what extent do the instructional leadership practices contributed to enhance students' performance/academic results? What are the major challenges faced in the implementation of effective leadership practices? Data were collected by means of questionnaires and document analysis. Accordingly, the data obtained through questionnaires were analyzed by using mean values and standard deviations and the data collected through the open ended questions were described and analyzed. Simple random sampling technique was used to select the woreda under study. Availability sampling techniques were employed to select the principals, cluster supervisors and department heads. Stratified random sampling techniques were used to select teachers based on their rank beginner, proper/main and lead. The total population of teachers' was 160 and half was taken as a sample and the total population of leaders , was-48 and all were taken as a sample. The major findings of the study indicated that practices of leaders and challenges faced while implementing the instructional leadership have impact on students ' learning outcome. The lack of finance and additional tasks given by woreda offices were among the problems hindering the principals' to conduct appropriately the instructional leadership activities. As a result, school leaders were advised to conduct self assessment and prioritized the problems related to the instructional leadership practicesItem Demand and Intake Capacity in Selected Departments of Postgraduate Studies in Addis Ababa University(Addis Ababa University, 2008-02-01) Elias Sebsibe; Seyoum TeferraThe main purpose of this research paper is to examine problems existing in the current expansion of postgraduate programs in AAU. Moreover, to indicate possible intervention strategies for the university governing bodies and educational planners to alleviate the prevailing problems,regarding postgraduate programs. To this end, a descriptive survey method was employed. The study was conducted on purposely-selected twelve departments, which employs 16.6% of the total (72) departments. The data for the study were obtained from primary and secondary sources.Under primary sources: head of graduate studies and research office, two associate deans of postgraduate programs, and four department heads were selected through purposive sampling techniques. From these respondents data was gathered using structured interview. In addition,40% (75) of instructors involved in graduate programs and 40 % (272) of graduate students were treated using questionnaires. Stratified random sampling technique was employed to select instructors and graduate students.Under secondary data, documents that had information about applicants and accepted students for the last five years were assessed. To analyze the data,percentage, mean and chi-square statistical tools were used. Based on the analysis, postgraduate programs of AAU are increased their intake capacity of students than the past. Nevertheless, in various departments there is shortage of qualified instructors and inadequate classrooms, libraries and laboratory service.In light of these findings, the following recommendations were forwarded: MOE should expand postgraduate programs in other universities in order to share the burden of AAU. The capacity of the program should also be increased and strengthen in the areas ' such as academic staffs. classrooms, libraries, laboratory service e.t.c. Again, the decision-making process should involve both instrnctors and students. Finally,financial constraints need to be resolved through the introduction of cost sharing in the program.