Teaching Physical Education

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Perspectives and Practices of Quality Assurance in Public and Private Host Universities at Work with Cross-border Higher Education Providers in Ethiopia
(AAU, 2020) Ayano, Tefera; Kassaye, Mekasha (Dr
This research set out with the aim of exploring perspectives on quality and practices of quality assurance, and enhancement of host institutions at Work with CBHE in Ethiopian. The research has collected essential data from internal participants who are involved in quality assurance. These participants of private and public higher education institutions intended to pinpoint some of the major problems and challenges faced and has forwarded some mitigating implications for the challenges. To meet these objectives, extensive reviews of the literature were made and as well, theoretical and conceptual frameworks were formulated. Two host university cases, one public, and one private were operating in collaboration with CBHE. The selection was based on the participants’ lived experience with CBHE. An in-depth exploration of the problem was conducted through a comparative case study approach using a qualitative research design. This design was selected because it enables us to see through “a wide-and deep-angle lens” and explore the quality assurance systems in the case study universities. The research has involved, twenty-two participants from two selected host universities, (6) quality assurance officers, (6) academic staff, (4) supporting staff, and (6) students. The selection is purposely done from the two case study universities. The data were gathered through using carefully prepared interview protocols, semi structured interviews, document reviews, and observation field notes. To complement the interviews, a review of essential documents and site-visit of host universities, particularly, resource centres were seen. Within case analysis data followed by the cross-case analysis were undertaken. Thus, The findings of the study revealed the fact that there are diverse quality conceptions among participants, both in public and private cases, and this implies that quality conceptions are not conclusive. Some of the internal university challenges, for case-1, that influence quality assurance and enhancement practices, pinpointed by the research were: lack of writing skill, plagiarism, centralized QA structure. While, for case-2, student absenteeism in tutorial sessions, a decline in reading culture, and resource constrictions are identified. Concerning the external environment, many of the participants in case-1, do not have awareness about the CBHE guideline of HERQA, whereas, in case-2, participants are aware of the guidelines. Additionally, the CBHE partner of case-2 is accredited conversely, the CBHE partner of case-1 works without accreditation. Thus, lack of awareness and doing in favour of one may affect the quality assurance practices in case-1, than case-2. Therefore, it should be implied that both case study universities revisit their academic support services, quality assurance structure, and HERQA needs to treat both private and public partner CBHE equally, in the accreditation process. Moreover, MoSHE should provide facilities and financial support to case-2.
The Relationship of Theory to Practice for Effective Learning in Athletics of Secondary Schools in Alle Special Woreda SNNPR State
(AAU, 2021-06) Bahry, Asnakew; Buzunah, Sahlemikael( D/r
The purpose of the study is to assess the student’s assessment in physical education; particularly the relationship of theory to practice for effective learning in athletics the thesis of was conducted at Gewada and Tosho secondary schools in Alle special woreda south nation national and regional state. To conduct the study descriptive survey designed methods. The total numbers of population was 493 students accordingly the total size 178 students, 2 principals and 2P.E teachers. The sample size for students determined by using slovens formula in the selection of the sample population by using simple random sampling method. The main sources of the data was primary sources and secondary sources, Also the main instruments of the data was questionnaires, interview and observations. The data was analyzed by using both quantitative and qualitative analysis methods of the research. The most identified problems to students assessment in P.E; the relationship of theory to practice for effective learning in athletics was lack students interest, negative attitudes to the subject, lack of adequate sport fields and materials, lack of community support, lack of focus for the subject by school communities.
Practices Challenges and Prospects of Football Development Some Selected Premier League Clubs in Addis Ababa
(Addis Ababa University, 2020-05-08) Getachew, Mezmur; Bezuneh, Sahelemichael (PhD)
The main objective of this study was to assess and explore the practices, challenges and prospects of football development in some selected premier league clubs in Addis Ababa. In this study, descriptive research methods were used. Primary data, through structured questionnaire, was collected from samples of 136 respondents. Data were analyzed using descriptive statistics with the help of SPSS version 23. The results provide strong evidence that there problem with facility related factors, coaching system related factors, football infrastructure, and coaching process related factors. However, the results from communication related factors provide that there is effective communication among players, coaches and club officials.The study found that barriers for football development such as poor cooperation between clubs, NGO’s and Government, insufficient budget, little attention by the government, lack of international standard coaching system. Hence, the concerned the government agencies should upgrade football facilities, assist policy formulation; various stakeholders such as NGOs, GOs and private sectors need to support clubs; the management of the club should strengthen communication between players, coaches and club officials; proper coaching standard and strategy should be developed by Addis Ababa football association after the development of the overall strategy. Hence, the government should strengthen integration between clubs and other stakeholders so that they contribute to the development of football.
Assessing the T.T.I. Amharic Syllabus
(Addis Ababa University, 1993-06) G/kirkos, Amdeselasie; Adamu, Taddele
The purpose of this thesis is to assess the developmental processes of the Amharic syllabus for the Teachers Training Institutes (T.T.I's). It is the purpose of this thesis to examine whether or not the Amharic syllabus is properly developed and processed on the basis of the Tyler Model. The thesis further fries to determine whether the concerned head officials of the Institute for Curriculum Development and Research, the Department of Teacher Education and the T.T.I's Amharic instructors - are well aloare of or/ and have a clear knowledge of the Tyler Model, In connection with this, it attempts to clearly indicate whether there i s any definite model that the concerned professionals adhere to when developing a curriculum or/ and a syllabus. To achieve these objectives, the necessary data were collected, analysed ~nd discussed. Initially, for a syllabus to be well planned, developed and prepared, many factors have to be considered. These include the involvement of experienced experts, the cooperation and devotion of the experts and the continuous effort of the concerned professionals in general. Taking this point into account, however, the results of the study have show~d that: 1. There is no definite model whatsoever throughout the educational system in general and for the designing of the T.T.I. Amharic syllabus in particular. 2. The Amharic syllabus for the T.T.I's is not properly planned and developed on the basis of the Tyler Model. There has not been any change O( improvement made on the syllabus since was :' { "~; )1Q(fy Fi€;lClltcJ ,',1 ( 9 f~C E' C)3. Most of the Amharic instructors are not clear about the basic ~~f principles of the Tyler Model. This doesAmean, however, that they do not have a theoretica l knowledge of the model. The point is that they are not clear about the guiding principles of the model. On the basis of the finding s , an attempt has been made to put forward releyant recommendations towards taking deliberate actions for the proper planning, deve l oping and improvement of the Amharic syllabus for the T.T.l's so that there will be a possi~ bility of producing effective primary teachers of enhancing the teaching-~earning process of the elementary education
Structural Quality in Early Childhood Care and Education (ECCE): A Cross-national Comparative Study on Ethiopian and Kenyan Initial Teacher Education
(AAU, 2020) Habte Weldeloul, Tewodros; Berhanu, Girma
This cross-national study intended to explore the Structural Quality of ECCE in Ethiopian and Kenyan initial teacher education. Initial teacher education quality assurance arrangement policies were fundamental issues to be investigated. The study was mainly assisted by neo-institutional theory. The study employed a comparative cross national case study design while sequential exploratory mixed strategy (QUAL + quant) was a methodological approach. Bereday's comparative analysis model was used as the analytical framework of the study. Given Ethiopia and Kenya are the cases, the respective education ministries and their line agencies were major research sites. Two teacher education institutions were also taken as subsidiary sites. Policy documents and different levels of education officials such as directorate/department heads, deputy directors, coordinators, senior experts and teacher educators were major sources of data complemented by selected teacher trainees. Twenty-five major and supportive policy documents and 16 key informants were purposively selected for the qualitative part of the study. A total of 131 randomized sample was also drawn for the quantitative inquiry. Document analysis, semi-structured interview guideline and questionnaire were data collecting instruments used. Findings of this study have shown significant convergence and divergence. As a result, ECCE in both nations has gained still inadequate concern compared to subsequent education subsectors. Despite policy indications of how ECCE quality and teacher quality are milestones for all levels of education quality, the subsector looks in need of considerable attention. The concept of 'decoupling' from institutional theory was apparent but in varied extent and characteristics. The Ethiopian ECCE, for instance, has shown significant 'decoupling' between the planned policy reform activities in initial teacher training and the practice. The Kenyan teachers' career arrangement policy was considerably decoupled in ECCE, for example. A clear similar pattern revealed on the least entry academic requirements for initial training that compromised the making of teacher quality. Such similarities have also shown a sort of 'policy isomorphism'. Divergence in governance structure and power has brought significant influence on all stages of quality assurance arrangement policy formation and practice. Privatization of teacher education was one of major deviations affecting the respective nations differently. The Kenyan private ECCE teacher training institutions have been mushrooming while the current Ethiopian policy is totally closed for private teacher education. Unemployment was one distinctive characteristic of Kenyan ECCE trained teachers whereas Ethiopian ECCE is suffering with a critical shortage of teachers. There was plain difference toward the professionalization of teacher educators. In Kenya, there are professional ECCE teacher educators ranging from first degree to Ph.D. levels. Conversely, in Ethiopia, there are no ECCE professional teacher educators in any of the training institutions. The findings of this research were also compared to the wider regional and global contexts. Accordingly, for instance, the driving forces of globalization in teacher education reform demonstrated unbalanced trend between the southern and northern practices. Findings have revealed disconnection between Africa's compassion on multiple importance of investment in ECCE and practice. Couples of policy implications were also suggested.
A PhD Dissertation Submitted to the Department of Science and Mathematics Education
(AAU, 2020-05) Terfa Leta, Deresse; Atinafu, Mulugeta (Phd
The purpose of this study was to explore the Ethiopian Second Cycle Primary School(SCPS)Physicsteachers’KnowledgeDomains(KD)s(ContentKnowledge(CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK)) and implementationofDialogicTeaching(DT). Aqualitativemethod,casestudydesign,andpurposive and convenient sampling technique were employed. Data were collected using Classroom Observation, Questionnaire, Content Representation (CoRe), lesson plan, and interview from nine, SCPS physics teachers. The implementation of DT compared using comparative analysis, with respect to training on DT and teachers’ KDs. The results have indicated that every teacher has had misconceptions and a lack of procedural knowledge in physics contents, and some teachers’ misconceptions were severe. Teachers’ understanding of pedagogical knowledge was good, but practically in their classandlessondevelopment,itwasnaive. MostteacherscouldnottransformtheirCK tocompressibleknowledge. Teachers’knowledgeofcomponentsofPCKwasminimal. Noneoftheteachersfullyimplementdialogicteachingintheirclass. However,teachers who have training in DT and a higher level of KDs relatively demonstrated DT better than teachers who have no training and have lower KDs, respectively. The researcher recommendedthatThemediumofinstructionshouldbethemothertongue, orteachers should have at least good knowledge of communicative English, professional developmenttrainingforsecondcycleprimaryschoolteachersandprospectiveteachersshould be well-mentored, supervised, and supported for a long time during teaching practice. ,
Tsegaye Mamo Kebede
(AAU, 2020-06) Zeleke, Befekadu(Phd and Associate professor
The main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadership
Medical and Psychological Factors Associated with Medication Adherence among Hypertensive Patients at Menelik II Referral Hospital, Addis Ababa, Ethiopia
(AAU, 2020-06) G/Egziabher, Elias; Mekonnen, Dawit (phd
Studies that examined the multidimensional factors in hypertension patients’ medication adherence are scant. The present study aimed at investigating the effects of demographic, medical and psychological factors over hypertension patients’ medication adherence. A hospital-based, cross-sectional study was conducted among 367 hypertensive patients who were receiving treatment and on follow-up at Menelik II Referral Hospital. Data was collected using questionnaire assessing patients’ demographic, medical, psychological characteristics as well as their adherence. Adherence to medication was assessed by the Morisky’s Medication Adherence Scale (MMAS-8). Descriptive and inferential statistics were used to analyse the data collected. In the present study it was revealed that 72.5% of the respondents were adherent to their medication. Besides, the independent effects of demographic, medical and psychological factors were found to be insignificant. Further, patients with controlled BP were found to have higher adherence level than their counterparts. Finally it is concluded that the cumulative effects of demographic, medical and psychological factors over patients’ adherence far exceeds their independent effects. Therefore, it is recommended that interventions to improve patients’ adherence need to consider variables from the three domains equally
Factors Affecting Females’ Participation in School Leadership in Government Primary Schools of Lemo Woreda, SNNPR.
(AAU, 2020-06) Mamo Kebede, Tsegaye; Zeleke, Befekadu(Phd
The main purpose of this study was to identify factors that affecting female teachers’ participation in school leadership in primary schools of LemoWoreda. To conduct this study a descriptive survey design was employed. A total of 229 respondents: 103male, 126female, 18 principals, 8primaryschools’ supervisors, 3WCYA and 3 WEO experts were included. Questionnaires were distributed to all sample male teachers and female teachers and were duly filled and returned with the return rate of 202(98.5%) out of 205. The schools, 114 female teachers, 18 principals, 3 and 3 WEO experts were selected by using available sampling and simple random sampling techniques. The data were gathered through questionnaire, interview and focus group discussion. Data gathered through questionnaire were analyzed using percentage, weighted mean and independent sample t-test. The obtained data was analyzed by using qualitative and quantitative techniques. Quantitative data were analyzed by using percentage, mean and standard deviation. The qualitative data were analyzed by using narration. The findings of the study indicated that the female teachers‟ involvement in school leadership of primary schools in general was low and the stake holders have also negative attitude towards to female leadership position, Resistance from husbands, females‟ multiple family responsibilities, lack of institutional capacity to implement provisions favoring females‟ participation in educational leadership and negative perception of staff towards female leaders were some of the factors that were found to have impeded female teachers‟ participation in school leadership. It was thus concluded that female teachers‟ participation in school leadership was not given due emphases. Finally, the study as solutions as female teachers should have confidence to handle assignments given to them through capacity building, allocation of financial resources for female capacity building training to promote their participation to primary school leadership, the government committing itself to provide the political will and Female in top educational management and leadership providing should be role models for others. Finally, it is recommended that LemoWoreda WEO should encourage Female education by upgrading their skills and these makes them better qualified personnel to participate in leadership.
Financial Resources Utilization And Its Challenges In Government Secondary Schools Of Meskan Woreda
(AAU, 2020-06) Awol Shifa, Saliha; Awol Shifa, Saliha
The purpose of this study was to examine the financial resource utilization and its challenges in Meskan Woreda government secondary schools. For this study, descriptive survey research design was employed to gather both quantitative and qualitative data. In the study were 24 PTAs, 109 teachers, 12 finance experts and 12 principals, 6 supervisors and WEO educational experts. The participants were selected by stratified sampling, simple random sampling and purposive sampling techniques. Questionnaires, interviews and document review were used as instrument of data collection. The quantitative data were analyzed by using descriptive statistics (frequency, percentage, mean and independent t-test and in addition to that the qualitative data that were obtained from interviews and document review were explained in native words. Findings of the study revealed that low effective in financial resource utilization, insignificant participation of stakeholders in school financial resource management and finance did not follow timely audited through/using right procedures. Additionally less of stake holders‟ participation on budget preparation and execution, lack of appropriate checks and controlling school financial resource management in the school. And it can be concluded that absence finance rules and regulations and the auditing system did not effective, only few documents checked by auditors. Thus, to improve the situation, it was recommended that principals should committed to manage school financial resources, motivate stakeholders in order to participate and Wordeas Education office employ finance personnel, share their experience for school principals, finance personnel and PTAs on budget plan preparation and accounting systems.
Practice and challenges of strategic planning in private Secondary School in Addis Ababa
(AAU, 2020-07) Awoke, Sintayehu; Nigussie, Dejenie(Phd
The main purpose of the study was to examine practice and challenges of strategic plan in privet secondary schools in Addis Ababa .To this end, answers to the basic questions pertaining to the practice and challenges strategic of plan looks like the extent of the participation of stakeholder, practice that challenges encountered in the school strategic planning process were sought in the study. Descriptive design was employed. Both quantitative and qualitative methods were used in the study. Accordingly, the data obtained through questionnaires were analyzed by using frequency, mean values and standard deviation. Availability sampling technique was employed to select the privet secondary schools and samples of the principals, vice principals, Department heads and Teachers. Simple random sampling technique was also used to select teachers and department heads respondents The subjects of the study were 20 principal,20 vice principal,60 Department heads and100 teachers, . The finding revealed that there is significant lack of awareness among the stake holders, lack of collaboration, finally  Privet school basically need to put strategic plan evaluations in place timely and adequate employee training programs to enhance skills, then the private schools Directors to ensure there are sufficient resources to implement the strategic plans and School Management to carry out employee sensitization throughout the implementation process.  Once the plan is approved it should be split in to operational programs and projects so as to determine the sources to be mobilized. Human, financial, time, technology and material, physical, administrative and leadership, and information are some of necessary resources of educational plan. Some of these resources are needed for the formulation of the plan or the implementation if it and some others may be used for both.  The government could utilize this study to identify the status of private secondary schools in Addis Ababa which can then make and appliance policies towards creating an environment that will aid to the schools to be successful in strategy execution are recommende
DialogicTeachingApproachinTeachingPhysics vis-`a-visPhysicsTeachers’KnowledgeDomainsin AddisAbaba
(AAU, 2020-05) Terfa Leta, Deresse; Tadesse, Mesﬁn Phd
The purpose of this study was to explore the Ethiopian Second Cycle Primary School(SCPS)Physicsteachers’KnowledgeDomains(KD)s(ContentKnowledge(CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK)) and implementationofDialogicTeaching(DT). Aqualitativemethod,casestudydesign,andpurposive and convenient sampling technique were employed. Data were collected using Classroom Observation, Questionnaire, Content Representation (CoRe), lesson plan, and interview from nine, SCPS physics teachers. The implementation of DT compared using comparative analysis, with respect to training on DT and teachers’ KDs. The results have indicated that every teacher has had misconceptions and a lack of procedural knowledge in physics contents, and some teachers’ misconceptions were severe. Teachers’ understanding of pedagogical knowledge was good, but practically in their classandlessondevelopment,itwasnaive. MostteacherscouldnottransformtheirCK tocompressibleknowledge. Teachers’knowledgeofcomponentsofPCKwasminimal. Noneoftheteachersfullyimplementdialogicteachingintheirclass. However,teachers who have training in DT and a higher level of KDs relatively demonstrated DT better than teachers who have no training and have lower KDs, respectively. The researcher recommendedthatThemediumofinstructionshouldbethemothertongue, orteachers should have at least good knowledge of communicative English, professional developmenttrainingforsecondcycleprimaryschoolteachersandprospectiveteachersshould be well-mentored, supervised, and supported for a long time during teaching practice.
Crime Investigation Curriculum At Ethiopian Police University College: Practice and Challenges Samuel Mitike
(AAU, 2020-06) Mitike, Samuel; Fanta, Tilahun(Phd
This study investigated crime investigation curriculum: practices and challenges. For the study, a conceptual framework having 8 independent variable and a dependent variable were derived from the review of literatures. The study employed mixed method and both qualitative and quantitative data collection tools were used besides, documents were used as secondary data, the participants for qualitative data were purposively selected. Partly the respondents of the questionnaires were drawn using multistage followed by random sampling and alumni were selected on availability. Accordingly, the data were collected through questionnaires, interviews, FGD, observation as well as documents. The quantitative data were analyzed using mean and percentage to determine individual influences of the independent variables and overall influence of the variables on practice were determined using regression using SPSS version 20. The qualitative data were extracted in alignment with the variables of conceptual framework, and were triangulated with statistical results. The results that CIC practice was influenced by society, technological development, it was also found that it is an adult male dominated strictly disciplined paramilitary authoritarian with poor setup, inadequate facility, low infrastructure and meager resources and negligible research support. The curriculum and the CIC practice seem underdeveloped and lagged behind the demands of the contemporary society with respect to technology. There were setbacks in balancing between theory and practical as well as classroom with outside physical drills. Moreover, there were symptoms of dissatisfaction on curriculum development and revision, and in terms of recruitment, promotion development and retention of instructors and /physical exercise trainers. Likewise, it was found that there were there were dissatisfactions on the selection, enrolment and student’s continuous assessment, and which could be attributed to lack autonomy both in classroom and in physical drill. The study indicated that CIC practices were not dully determined by educational policies rules andregulations and reluctance has been observed both in implementing the existing educational policies, rules and regulation which are still drafts awaiting for approval. Leadership should put in place mechanism and encouraging environment to develop professionalism and decrease political interference. Ensure the selection and appointment of leaders to be based on transparent and sound criteria and the presence of pertinent legal frames and its proper implementation. None military and participatory leadership has to be tested along with paramilitary practice. Segregate concurrent instruction of academic and physical drill, Moreover balance theoretical knowledge production with the skill development in accordance with requirement of the curriculum. Implement the senate legislation properly on academic staff recruitment and select student officers based on standards stipulated in respective curriculum. Design a mechanism to increase pool of student officers to increase capable candidate. Student officers’ continuous assessment processes should be revisited and reconsidered. Support the practice by research. Design proposal, lobby the government and convince EFPC for having independent annual budget to reduce the lack of infrastructure and facilities. Facilitate and find alternative mechanism to generate funding, which have been one of the bottlenecks of the practice, therefore monitoring the independent variables make the practice fruitful. Researchers can use the study as a springboard for further study CIC practice.
Practices and Problems of School Leadership In Selected Secondary Schools of Hadiya Zone
(AAU, 2020-06) Berhanu, Fantu; Mulugeta, Befekadu (Phd
The purpose of this study was to investigate the practices and problems of school leadership in secondary schools of Hadiya Zone, SNNPR. To this effect, a descriptive survey method was employed. To collect the relevant data questionnaire, interview and document analysis were used during the study. The data were collected from 7 secondary schools which are found in seven woredas of Hadiya Zone. The schools and woredas were selected by simple random sampling technique. Based on this, a total of 172 teachers were selected by simple random sampling technique. 16 principals, 7 secondary school supervisors, 7 WEOs and 7 PSTA leaders were selected by purposive sampling technique and included as a subject of the study. Questionnaire was prepared to be filled by teachers and principals, and interviews were administered for PSTA leaders, secondary school supervisors and WEOs heads. The collected quantitative data were tabulated and analyzed with the help of frequency, percentage, mean, weighted mean, and t-test. The qualitative data were analyzed by using thematic analysis method. The finding of the study revealed that school leadership practices like inspiring a shared vision, aligning school goals with the national educational statement preparing the school plan, analyzing the school environment before preparing school plan, and encouraging teachers to use different instructional strategies were performed sufficiently. However, creating consensus with stakeholders and staff about the school's goals, encouraging new ideas and creativity, encourage the staff to participate in the school planning, the ability of school leadership to delegate and share responsibilities, and create effective communication between the school and parents practices the school leaderships were deficient to play their respective practice and responsibility. Finally, based on the findings and conclusions, recommendations were the principals must be capable and prominent in the schools to bring common and shared values among the stakeholdersthrough regular meeting, discussion, motivating and developing collaborative activities and provide opportunities for staff members, students, parents, and community members participate in school decision making for the success of teaching learning and achievement of expected result.
Causes of Conflict Between Teachers and Principals and Its Management Strategies In Government Primary Schools of Akaki Woreda, oromia Special Zone Surround Finfine
(AAU, 2020-06) Nigussie, Dejene; Fetene Geleta Gsk, Soressa
The purpose of this study was to examine the cause of conflict between teachers and principals, and its management strategies in government primary schools of Akaki woreda.It attempted to identify teachers and principals’ view on conflict and the strategic used to manage conflict. To attain the objective of the study, both quantitative and qualitative data were employed. The study was carried out on ten primary schools that were selected using random sampling technique. The study involved 197 respondents from among teachers, principals, supervisors, head of woreda education office and chairperson of woreda teacher’s association.Questionnaire, interview, and document analysis were the instrument of data collection.The Statistical Package for Social Science (SPSS) version 26 was used to analyze the data obtained by quantitative techniques. Specifically, descriptive statistics (frequency and percent /mean and standard deviation) was taken from this tool. Based on the result of analysis majority of teachers have seen as conflict as bad and should be avoided while principals viewed conflict as good when managed effectively. The result of the study revealed that conflict has both negative and positive outcome on the organization.The major causes of conflict between teachers and principals in primary schoolwassituational factors, poor communication between teachers and principals, lack of capacity for job, decision making process by principal, lack of participatory decision making and lack of conflict management skill of principals that contribute to creation of conflict in primary school. The strategies used to handle conflict in primary school were avoiding, competing, compromising, accommodating, and collaborating. PTA committee were striving to compromise, mediate and negotiate two parts by discussing on the issues, use of disciplinary committees, intervention of the school /woreda/ authority and elders in the community and
The Thesis Submitted To the Partial Fulfillment of the Requirements for MA Degree in Special Needs Education
(AAU, 2020-06) Aman, Nurye; Tsega, Sewalem(Phd
The study focused on the school social interaction problems of students with intellectual disabilities at Yekatit 23 primary school on the objective of finding out the school social interaction problem and the method was qualitative. The study used interview, observations and focus group discussions from Yekatit 23 primary school based on Purposive sampling method. Since the study has descriptive account, the data compressed and linked together in a narrative that conveyed the meaning the researcher derived from the empirical data. Thus, the study used the narrative data analysis strategy in this qualitative research. The data gathered from the respondents were contextually analyzed. The result of descriptive statistics shows that the students with intellectual disability in the school have a iot of problems to interact with their peers and with students without disability which are afraid of the unknown, a problem of speaking, moving, cleaning. The concerned authorities those are responsible for students with intellectual disability do not have sufficient background knowledge in special needs education and they don’t have the initiative to give special support for these students and are recommended to improve this area. The researcher has recommended that the school must create favorable condition for students with intellectual disability to interact with others, detail intervention from macro to micro level with the implementation of the school social interaction of students with intellectual disabilities, parents empowerment, sensitization of the community and the neighborhood, individual intervention to parents(counseling) early intervention, child to child programs to the siblings in the community and in the school.
A Thesis Submitted To The School of Graduate Studies of Addis Abeba University In Partial Fulfilment of The Requerments For The Degree of Master of Arts In Educational Leadership
(AAU, 2020-06) Woldeyes, Mekonnin; Kenea, Ambisa
The main purpose of this study was to examine the utilizations of local educational inputs in the provisions of quality education: the case of government secondary schools in Hidhabu Abote Woreda and to forward alternative solution that might help in alleviating the problem under study. To conduct this study, a descriptive survey design was employed. The study was carried out on four governmental secondary schools. These schools were selected randomly. Simple random sampling and availability sampling techniques were employed to select respondents. Accordingly, 39 teachers, 210 students, 6 principals /vice-principals and 2 supervisors were selected as samples. Questionnaires, interview, observation check lists and document analysis were the data gathering instruments used in this study. The data gathered were interpreted and analyzed by using statistical tools such as frequency, percentage and mean value. The findings of the study revealed that inability to manage the resource, unequal distribution of resources in different school facilities such as library service, laboratory, water, toilet, clinic and ICT use, poor motivation of teachers, low attitude of teachers towards teaching, incompetence of school principals, overcrowded class rooms and principals paid little attention to academic activities. Based on the findings it was concluded that the use of school facilities and instructional materials were inadequate, teachers’ motivation to work is low, overcrowded classrooms, principals did not have required qualification and training in educational leadership and much of principals time was spent on administrative activities. This indicates that quality of education in Hidebu Abote Woreda of secondary schools was found to be decline due to the proper use of local educational input provision and school management system. In line with the above finding and conclusion, it was recommended that the concerned bodies should improve the use and construction of instructional materials and school facilities in schools, motivate teachers and provide in-service staff training opportunity, provide in-service training for those principals who have not been trained in educational leadership course.
Assessment of Teachers’ Job Satisfaction In Selected Private Secondary Schools of Arada Sub- City Addis Ababa
(AAU, 2020-06) Shibeshi, Ayalew
The main purpose of this study was to assess the current Teachers Job Satisfaction in selected Private Secondary Schools of Arada Sub- city Addis Ababa and to forward possible recommendation. The study reviewed the related literature on job satisfaction theories, overviews and concepts. Thus, the study seeks to indicate the current level of teaches job satisfaction, to identify main causes for the teachers’ job satisfaction and dissatisfaction in those schools and look significant differences in the demographic characteristic of teachers influencing their job satisfaction. The researcher employed descriptive survey design, used availability and random sampling techniques, and inferential statistics and thematic analysis were employed. 104 teachers and 7 principal drawn from three schools for actual source of information, but cause of COVID-19 epidemic only 79 (75.96%) of teachers and 4(57.14%) principals participate for this study. The response of this study was analyzed by using percentage for quantitative data and the qualitative data presented by narration. Finally the result of study indicate the level of teaches job satisfaction is very low, there are different causes for teachers’ job dissatisfaction; main causes are related with salary& incentives, allowances are not adequate & not matches with their experiences and educational preparation . Training and development not give continuously and it is not adequate, related with work load teachers stated that their job is too heavy & serious, participant believed teaching is routine activities & it is not encourages them to be creative , related with work environment as both quantitative & qualitative data shows private schools teachers don’t hastransport access. On recognition factor teachers not receive full recognition from the school owners. In the other hand teachers are well motivated & satisfy with supervision factor, colleague’s factor & responsibility factor. Regarding to demographic characteristic 88.6 % of teachers were males and 11.4 % of teachers were females. Female’s teachers work for long period of time then males teachers. Principals also stated females teachers teak more responsibility then males. It is possible to suggest that an effort made to increase teachers overall job satisfaction where by increasing teachers emotional attachment with their profession.
Crime Investigation Curriculum At Ethiopian Police University College: Practice and Challenges
(AAU, 2020-06) Mitike, Samuel; Fanta, Tilahun
This study investigated crime investigation curriculum: practices and challenges. For the study, a conceptual framework having 8 independent variable and a dependent variable were derived from the review of literatures. The study employed mixed method and both qualitative and quantitative data collection tools were used besides, documents were used as secondary data, the participants for qualitative data were purposively selected. Partly the respondents of the questionnaires were drawn using multistage followed by random sampling and alumni were selected on availability. Accordingly, the data were collected through questionnaires, interviews, FGD, observation as well as documents. The quantitative data were analyzed using mean and percentage to determine individual influences of the independent variables and overall influence of the variables on practice were determined using regression using SPSS version 20. The qualitative data were extracted in alignment with the variables of conceptual framework, and were triangulated with statistical results. The results that CIC practice was influenced by society, technological development, it was also found that it is an adult male dominated strictly disciplined paramilitary authoritarian with poor setup, inadequate facility, low infrastructure and meager resources and negligible research support. The curriculum and the CIC practice seem underdeveloped and lagged behind the demands of the contemporary society with respect to technology. There were setbacks in balancing between theory and practical as well as classroom with outside physical drills. Moreover, there were symptoms of dissatisfaction on curriculum development and revision, and in terms of recruitment, promotion development and retention of instructors and /physical exercise trainers. Likewise, it was found that there were there were dissatisfactions on the selection, enrolment and student’s continuous assessment, and which could be attributed to lack autonomy both in classroom and in physical drill. The study indicated that CIC practices were not dully determined by educational policies rules and regulations and reluctance has been observed both in implementing the existing educational policies, rules and regulation which are still drafts awaiting for approval. Leadership should put in place mechanism and encouraging environment to develop professionalism and decrease political interference. Ensure the selection and appointment of leaders to be based on transparent and sound criteria and the presence of pertinent legal frames and its proper implementation. None military and participatory leadership has to be tested along with paramilitary practice. Segregate concurrent instruction of academic and physical drill, Moreover balance theoretical knowledge production with the skill development in accordance with requirement of the curriculum. Implement the senate legislation properly on academic staffrecruitment and select student officers based on standards stipulated in respective curriculum. Design a mechanism to increase pool of student officers to increase capable candidate. Student officers’ continuous assessment processes should be revisited and reconsidered. Support the practice by research. Design proposal, lobby the government and convince EFPC for having independent annual budget to reduce the lack of infrastructure and facilities. Facilitate and find alternative mechanism to generate funding, which have been one of the bottlenecks of the practice, therefore monitoring the independent variables make the practice fruitful. Researchers can use the study as a springboard for further study CIC practice.
The School Social Interaction Problem of Students with Intellectual Disability with teachers and school mates at Yekatit 23 Primary School
(AAU, 2020-06) Aman, Nurye; Tsega, Sewalem
The study focused on the school social interaction problems of students with intellectual disabilities at Yekatit 23 primary school on the objective of finding out the school social interaction problem and the method was qualitative. The study used interview, observations and focus group discussions from Yekatit 23 primary school based on Purposive sampling method. Since the study has descriptive account, the data compressed and linked together in a narrative that conveyed the meaning the researcher derived from the empirical data. Thus, the study used the narrative data analysis strategy in this qualitative research. The data gathered from the respondents were contextually analyzed. The result of descriptive statistics shows that the students with intellectual disability in the school have a iot of problems to interact with their peers and with students without disability which are afraid of the unknown, a problem of speaking, moving, cleaning. The concerned authorities those are responsible for students with intellectual disability do not have sufficient background knowledge in special needs education and they don’t have the initiative to give special support for these students and are recommended to improve this area. The researcher has recommended that the school must create favorable condition for students with intellectual disability to interact with others, detail intervention from macro to micro level with the implementation of the school social interaction of students with intellectual disabilities, parents empowerment, sensitization of the community and the neighborhood, individual intervention to parents(counseling) early intervention, child to child programs to the siblings in the community and in the school.

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