Faculty Members' Perceived Effects of Workplace Conditions on Classroom Teaching In the Newly Established Public Universities in Ethiopia
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Date
2010-06
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Addis Ababa University
Abstract
Tile purpose of this study is to assess faculty members' perceived effects of workplace conditions on
classroom teaclzing in the newly established public universities in Ethiopia. To this end, the study
addressed answers to the basic questions pertaining to the major teaching tasks in HLls; al/{I the major
workplace factors affecting classroom teaching like: educational resources, faculty workload, faculty
leadership alUl management, compensation ami fringe benefits, the practice of staff performance
evaluation and the practice of on-the-job professional training. So as to answer these questions a
descriptive survey research was employed ami conducted in three selected newly established HLls
namely: Debre-Brelwn, Soddo am/ Wellega universities. These sample institutions were selected on the
basis of lottery method of simple ramlom sampling. The subjects of the study were 164 instTllctors am/
33 department heads. In selecting the sample subjects a stratified proportional sampling method was
employed. Moreover, 6 volunteers of instructors from each institutions participated in Focus Group
Discussion (FGD). Following the review of related literature, data collection instruments (c1ose-el/{led
questionnaire, Focus Group Discussion al/{I document review) were developed and used for this study.
Tile questionnaires were pilot- tested am/ modified before distribution to the target groups. The data
gathered was analyzed using various statistical tools such as percentage, chi-square, two sample t-test
alU/ one-way ANOVA. The results of the analysis show that the sample HLls lacked the academic staff
composition with adequate qualification alU/ teaching experience as well as dominated by male staff
members. In addition to this, though IlOt at the expected level, most academic staff do know some of the
major tasks expected of them in classroom teaching. Moreover, it was found that lack of conducive
academic leadership alll/management, inadequate instrllctionalmaterials, inappropriate teaching staff
performance evaluation, heavy workload, lack of adequate compensation al/{I fringe benefits al/{I
inadequate on-the-job professional training were the major workplace conditions seriously affecting
classroom teaching in those HLIs. Therefore, it is concluded that the aforementioned workplace
conditions are affecting the quality of training beillg provided to the prospective graduates al/{I thereby
the quality of human labor being produced by those institutioll.'. Helice it is recommended thllt Ihose
insliluliolls should desigll al/{I implemenl al/ractive and comfortable workplace cOl/{lilions (like
balanced workload, al/raclive compensalion al/{Ifringe benefits, participatory staff leadership, adequate
instructional resources, appropriate SPE al/{I institutional based on-the-job staff training) for
improving effective classroom teaching.
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Keywords
Workplace Conditions on Classroom Teaching