An Assessment of the Management Capacity of Woreda Education Officers in Tigray Region
| dc.contributor.advisor | Zeleke, Befekadu (Associate Professor) | |
| dc.contributor.author | Kindeya, Fitsum | |
| dc.date.accessioned | 2019-01-04T06:08:50Z | |
| dc.date.accessioned | 2023-11-10T13:02:09Z | |
| dc.date.available | 2019-01-04T06:08:50Z | |
| dc.date.available | 2023-11-10T13:02:09Z | |
| dc.date.issued | 2009-06 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/15541 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Assessment of the Management Capacity | en_US |
| dc.title | An Assessment of the Management Capacity of Woreda Education Officers in Tigray Region | en_US |
| dc.type | Thesis | en_US |