AAU Institutional Repository (AAU-ETD)
Addis Ababa University Institutional repository is an open access repository that collects,preserves, and disseminates scholarly outputs of the university. AAU-ETD archives' collection of master's theses, doctoral dissertations and preprints showcase the wide range of academic research undertaken by AAU students over the course of the University's long history.
How to Submit Your Work
The repository contains scholarly work, both unpublished and published, by current or former AAU faculty, staff, and students, including Works by AAU students as part of their masters, doctoral, or post-doctoral research
- All AAU faculty, staff, and students are invited to submit their work to the repository. Please contact the library at your college.
You may contact digirep@aau.edu.et.with any questions about the repository
Colleges,Institutes in AAU-ETD
Select a college,institute to browse its collections.
Recent Submissions
Teacher Education Pedagogy: The conceptions and Practices of Teacher Educators in the Southern Regions of Ethiopia
(Addis Ababa University, 2024) Abayneh Ergogo; Dawit Mekonnen (PhD)
In order to establish a standard for successful pedagogy in teacher education, this study explores the relationship between teacher educators' conceptions of pedagogy and their likely practices. The study investigates the rationale for the pedagogical practices of the teacher-educators, with a particular emphasis on Copenhagen's classification of realistic pedagogical conceptions as application of theory and realistic as well as the practice as constructionist and transmission approaches. Constructionist and realistic approaches promote active practice and reflection, whereas the application of theory and transmission approaches focus on pedagogues that concentrate on imparting mere theoretical knowledge through transmission, expecting student teachers to apply it during their teaching. The study employed a convergent, parallel mixed-methods design and a pragmatic paradigm. The study employed questionnaires to collect data from 243 teacher educators. Moreover, 5 teacher educators and 13 student teachers were interviewed, and 6 classroom observations were carried out on 4 teacher educators.The quantitative data was analyzed using percentages, Wilcox on signed rank, and Spear man's rho correlation tests, while the qualitative data was analyzed using thematic and narrative analysis approaches.The findings indicated that teacher educators in the southern regions use a transmission or content-oriented approach in their pedagogy as a result of their application of theory conceptions to their pedagogy. It was also discovered that contextual factors had a major impact on the teacher educators' pedagogy. Based on these, teacher educators should have the conception of realistic approaches to deliver inspiring pedagogy, which is characterized by continually evolving, reflexive, and experiential teaching, as part of adequate professional competence and value. It is also critical to design professional development activities that assist teacher educators in reevaluating their perspectives and methods of teaching on learning to teach. Furthermore, policy directives that attempt to alter teaching conceptions and practices should take individual and institutional levels of teacher preparation into account.
Begging among Physically Healthy Adults in Addis Ababa: Commonness, Quality of Life and Mental Wellbeing
(Addis Ababa University, 2024-04) Abduselam Kemal; Belay Tefera ( Prof.)
Beggary is taking a new dimension recently. It is being considered as a profitable business. Those who are physically fit enough and able to take on formal economic activities are joining the field. This study basically explores the commonness of begging among physically healthy adults, reasons for getting into streets, daily income, challenges faced and coping strategies, quality of life, and mental well being. The mean difference in mental well being between addicted and non-addicted beggars was also tested. Thirty-nine physically healthy beggars, 12 non-beggars, and three key-informants from Labor and Social Affairs Bureau /LSAB/ were selected for qualitative data through purpose, convenience, and availability sampling techniques. Sixty-four beggars were also selected randomly using simple random sampling approach for quantitative data. Qualitative data were collected through open-ended questionnaire, interview, and focus group discussion, whereas quantitative data were collected by the help of adapted Mental Health Continuum Short Form /MHC-SF/ scale. Percentage, mean, and independent samples t-test were used for the analysis of the quantitative data; whereas thematic analysis was used to analyze the qualitative data. The findings of the study revealed that the number of physically healthy adult beggars is increasing and that begging is becoming a common way of earning a living. Among the reasons accounting for begging, many participants were found begging in streets through invitation by other beggars. The findings also indicated that although beggars earned far better daily income on average than many government employees, the majority of the participants‟ quality of life was found poor. The results of the quantitative data revealed that the mean mental well being score of physically healthy beggars (56.6) was found to be above average (35); indicating that physically healthy beggars were found mentally healthy too. The analysis of the t-test shows that there was significant difference between addicted and non-addicted adult beggars in mental well being; t(df = 36) = 6.8, p < .01), This shows that the mental well being of non-addicted participants was better than the addicted group. Because the country is missing productive age people due to begging, the researcher argues that begging among physically healthy adults need to be controlled. To minimize or ultimately stop the behavior reasons accounting for begging should be improved; alms givers have to discriminate between physically healthy beggars and those who have culturally accepted reasons to beg. Furthermore, law enforcing agencies and all concerned organizations should show combined genuine interest to minimize and ultimately stop begging among physically healthy beggars.
Key Words: Begging, Physical Health, Physically Healthy Beggars, Deserving Beggars, Addicted and Non-Addicted Beggars, Quality of Life, Mental Well being
Exploring Employees’ Cultural Intelligence in an Inter-Culturally Diverse Domestic Context: the Case of Oromia Broadcasting Network
(Addis Ababa University, 2024-06) Korie Shankulie; Habtamu Wondimu (Prof.)
The purpose of this research was to examine the cultural intelligence of a varied group of employees at the OBN-Horn of Africa Channel, encompassing individuals from different cultural, geographical, ethnic, and generational backgrounds. A total of 116 participants took part in the study, with 23.3% being female and 76.7% male. Among them, 80 participants were aged between 25 and 35, accounting for 69.6%, while 35 participants were above 35 years old, making up 30.4% (Mean=32.5, SD= .46214). The survey method was utilized for data collection, and the data was analyzed using IBM SPSS statistics data editor version 26. Additionally, a reliability test was conducted on the dataset using Cronbach’s alpha coefficient, covering all aspects of cultural intelligence (CQ). The results of the statistical analysis indicated that the participants in the study displayed significant results on various facets of CQ, such as metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ. This suggests that the majority of employees are actively adapting and updating their assumptions and mental models of other cultures, as well as acquiring substantial knowledge of different cultures to facilitate effective communication and interaction across diverse cultural organizational settings. The study underscores the significance of fostering cultural intelligence in today's diverse and inclusive workplaces. By enhancing cultural intelligence, employees can successfully navigate cross-cultural environments, leading to improved outcomes at both individual and organizational levels. This research contributes to the existing literature on cultural intelligence and offers valuable insights for organizations seeking to enhance intercultural competence among their workforce.
Keywords: Cultural Intelligence, Diversity, Intra/Intercultural diversity, domestic context
Family Formation and Functioning Experiences of Blended Family Members in Ethiopia: A Constructivist Grounded Theory (Doctoral Dissertation)
(Addis Ababa University, 2024-06) Kumneger Fikre; Tamirie Andualem (Ass. Prof.)
The formation of blended families is mainly preceded by divorce, widowhood or romantic breakups for adults and parental separation or loss for children. As a result, the members are likely to form the new family with unsettled negative emotions such as anxiety, fear, and hopelessness. This, in turn, may affect the family’s normal functioning. This study explored the family formation processes and the family functioning experiences of blended families in Ethiopia. It employed qualitative research with constructivist grounded theory design to develop models that describe and explain the phenomenon. The study employed purposive and theoretical sampling technique and interviewed twenty-five participants drawn from eight diverse blended families. Accordingly, blended families with different family structure, socio economic, religious and educational background participated in the study. The study employed constant comparative analysis method which helped it to have meaningful interplays between data collection and analysis phases. Finally, the study constructed three different models; blended family formation model, blended family functioning model and a model that depicts the link between blended family formation and blended family functioning. The first identified the state partners were in namely problem state and aspiration state as one of the major factor that informed partners decision to blend. The second depicted three major categories of blended families (functional blended families, deteriorating blended families and dysfunctional blended families) based on their reported family functioning experiences and the third model described the link between the former two models. The study has practical implications and contributions to the design and development of evidence based blended family interventions.
Keywords: blended family, blended family formation, blended family functioning, blended family model, constructivist grounded theory, Ethiopia
Center of Early Childhood Care Education Policy and Practice Gap on Implementation of Preschool Inclusive Education
(Addis Ababa University, 2024-06) Ljalem Tsegaye; Fiseha Teklu (PhD)
During visits to preschools in certain areas of Addis Ababa, Ethiopia, I became aware of significant issues in the early childhood care and education (ECCE) system. These issues stemmed from a disconnect between the stated policies and the actual practices in terms of the participation of children with special needs in inclusive preschool education.The central purpose of this study was to investigate the gap between policy and practice in the implementation of inclusive education in two government preschools, Netsanet Chora and Hawaria Petros. To address this, I employed a qualitative case study approach, which allowed me to deeply explore and describe the perspectives, experiences, and practices of the inclusive education policy implementers. The study involved 16 carefully selected participants.The findings revealed that the teachers lacked the necessary knowledge and skills to effectively implement the inclusive education policies. Teachers were also working with inadequate resources and support, and there were shortcomings in terms of policy guidelines, standards, a common curriculum, and teamwork. Based on these findings, I recommended the adoption of an interaction model of policy implementation. This model integrates both top-down and bottom-up approaches to foster positive and active collaboration between policymakers at the higher level and the implementers at the local level.
KEY TERMS: Early childhood education, preschool education, Education policy implementation, Policy framework
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