An Assessment of the Management Capacity of Woreda Education Officers in Tigray Region
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Date
2009-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the managerial capacity of woreda education officers in Tigary regional state with special focus on organizational
make up, communication skill and process, managerial junction related to
decision making, provision of instructional leadership and conflict resolution.
Descriptive survey method was employed to conduct the research as it is
more appropriate for assessing the current management capacity of woreda
education officers. Two Zones were selected from the five Zones in the region
and six woredas were taken randomly from each sample Zones which is
Central and Eastern. Two types of data gathering tools were used to collect
data for the study. One of the tools was a questionnaire which is of two types:
one for the woreda education officers and the other one for school principals
and teachers. A total of 36 woreda education officers and 36 school principals
and 108 teachers were selected and included in the study. Document
analyses were also made on the regional and MoE manuals on the
qualification and educational levels required to hold each position at the
woreda level. The study revealed that, most of the staff of woreda education
offices was subject specialists, the authority delegated to woreda education
officers were not commensurate with the responsibility they hold, vacant
positions are still there and rules and regulations were not introduced to
employees under the woreda education offices. Decision making processes
were not participatory, and instructional and professional support given by
woreda education officers was insufficient. Furthermore, the personal
competency of the woreda education officers was low. And lack of adequate
budget, time constraint and in availability of vehicles were identified as basic
problems for not rendering sufficient support. Finally, graduates of EDPM and
female teachers were not given due attention by woreda education training
boards. As a result, it was concluded that authority and responsibility at
woreda level were not commensurate and instructional and professional
support provided by woreda education officers was not adequate. Therefore,
the woreda education officers of the sample woredas were poor in their
personal competency to run the education system at the woreda level. And
female participation in the managerial position at woreda education level in
the sample woredas was virtually nill. On the top of this, recommendations
drawn from the conclusions reveal that the Regional Education Bureau, the
Tigray Capacity Building Bureau, the Civil Service Commission and the
Woreda Education and Training Boards should ensure that qualified and
competent teachers are assigned as woreda education officers. And due
attention should be given to individuals who are qualified in educational
planning and management, to adequate service year in the filed and
encourage females to be involved in the managerial positions of woreda
education offices. Finally, the above mentioned governmental bodies should
encourage a two way communication process for the purpose of getting
valuable information from subordinates and have to capacitate the existing
capacity ofworeda education officers through short and long term trainings.
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Keywords
Assessment of the Management Capacity