Educational Leadership and Management

MENSTRUAL HYGIENE MANAGEMENT AND SCHOOL DROPOUT AMONG FEMALE ADOLESCENT STUDENTS OF JIGJIGA SENIOR SECONDARY SCHOOL, IN JIGJIGA CITY ADMINISTRATION. SOMALI REGIONAL STATE

2026-10-19T08:17:59Z

MENSTRUAL HYGIENE MANAGEMENT AND SCHOOL DROPOUT AMONG FEMALE ADOLESCENT STUDENTS OF JIGJIGA SENIOR SECONDARY SCHOOL, IN JIGJIGA CITY ADMINISTRATION. SOMALI REGIONAL STATE Ahmednur Yusuf Abdulahi; Tadesse H. (PhD); Birhanu S. (Assistant Prof.) This study examines the menstrual hygiene management (MHM) on the education of adolescent girls at Jigjiga Senior Secondary School, Ethiopia. A mixed-methods approach was used to reveal a critical convergence of knowledge gaps, socio-economic constraints, and inadequate infrastructure that severely disrupts schooling. Findings show significant knowledge deficits, with 49% of girls lacking understanding of menstruation and 67.5% unaware of hygienic practices. School Water, Sanitation, and Hygiene (WASH) facilities were overwhelmingly deficient, fostering an environment of fear and anxiety. These challenges directly contributed to universal absenteeism. The study concludes that poor MHM, driven by structural, educational, and economic barriers, creates a direct pathway to school absenteeism, academic under-performance, and elevated dropout risk. Recommendations include implementing school-based MHM education, providing free sanitary products, urgently improving WASH infrastructure, training teachers, and exploring pain management solutions. Addressing these issues is essential for advancing gender equality and improving educational outcomes for girls in similar contexts 64p.

THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND PRINCIPALS’ LEADERSHIP STYLES IN SECONDARY SCHOOLS OF GODE CITY ADMINISTRATION, SOMALI REGIONAL STATE, ETHIOPIA

2026-10-16T07:45:14Z

THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND PRINCIPALS’ LEADERSHIP STYLES IN SECONDARY SCHOOLS OF GODE CITY ADMINISTRATION, SOMALI REGIONAL STATE, ETHIOPIA Dr. Bahar A; Dr. Tigist The research focused on the relationship between school culture and leadership styles of principals in public secondary schools of Gode City Administration, Somali Regional State, Ethiopia. Using a mixed-methods descriptive survey design, the study collected data from 99 participants, including 90 teachers (census method), 6 principals, and 3 supervisors (purposive sampling). The quantitative data was collected using modified forms of the School Culture Survey (Gruenert & Valentine, 1998) and the Multifactor Leadership Questionnaire (Bass & Avolio, 1997), while the qualitative data was collected using semi-structured interviews. The reliability analysis showed Cronbach alpha coefficients between 0.699 and 0.935 for all dimensions of the instruments. The descriptive statistics showed that the transactional leadership style was the most dominant style among the principals (M = 3.97, SD = 0.908), followed by transformational leadership (M = 3.84, SD = 1.08), and the least dominant was the laissez-faire leadership style (M = 3.39, SD = 0.999). The school culture was moderately positive on the five dimensions, with the highest score on professional development (M = 4.21, SD = 0.808) and the lowest score on learning partnership (M = 3.74, SD = 0.942). The Pearson correlation analysis showed that there were positive correlations between transformational leadership and professional development (r = .858, p < .01), learning partnership (r = .682, p < .01), teacher collaboration (r = .483, p < .01), and collegial support (r = .301, p < .01). The transactional leadership style was moderately positively correlated with teacher collaboration (r = .214, p < .05), unity of purpose (r = .288, p < .01), and professional development (r = .295, p < .01). The laissez-faire leadership style was not significantly correlated with any of the five dimensions of school culture (all p > .05). Qualitative results support that transformational leaders are innovators and builders of partnerships, while transactional leaders are providers of structure and accountability. The findings of this study support that a complementary integration of both leadership styles is the most effective way to improve school culture, while passive leadership has little impact. The major challenges facing this school are teachers who are not adequately qualified (64.7% have qualifications below first-degree level), geographical remoteness, and lack of communication between parents and teachers. 87p.

LEADERSHIP PRACTICES AND POLICY DIRECTIVES IN REVITALIZING ACADEMIA-RESEARCH PUBLICATION IN ETHIOPIAN PUBLIC UNIVERSITIES

2026-06-22T07:15:59Z

LEADERSHIP PRACTICES AND POLICY DIRECTIVES IN REVITALIZING ACADEMIA-RESEARCH PUBLICATION IN ETHIOPIAN PUBLIC UNIVERSITIES Maruf Abdela Abibaker; Dereje Demise (PhD; Bahar Adem (PhD; Feyera Dinsa (Ph.D.) The main purpose of this study was to investigate leadership practices and policy directives in revitalizing academic research publications within Ethiopian public universities. To achieve this goal, the study adopted an explanatory sequential research design grounded in pragmatism. A total of 378 academic staff, 142 academic leaders, and 21 research experts were selected using multistage and purposive sampling techniques. Quantitative data were gathered through questionnaires, while qualitative data were collected via interviews and document reviews. Quantitative data analysis employed descriptive and inferential statistics, including frequency, percentage, multiple regression, structural equation modeling, Pearson correlation, and one- and two-way ANOVA. Qualitative data were analyzed using thematic analysis. The findings revealed a strong and positive correlation between leadership practices, policy directives, and academic research publications. With F (2,542) = 672.316, P < 0.001, the R2 value of 0.722 indicated that 72.2% of the revitalization of academic research publications could be attributed to leadership practices and policy directives. Leadership practices and policy directives significantly influenced research publication revitalization (B = 0.380, P < 0.001), though policy directives had a slightly weaker effect (B = 0.270). Among leadership practice models, "model the way" emerged as the strongest predictor, showing a positive and significant effect (B = 0.505, P < 0.001) on revitalizing academic research publications. However, "enable others to act" (B = -0.049) and "challenge the process" (B = -0.128) demonstrated negative and statistically insignificant effects, highlighting challenges in translating these behaviors into tangible improvements in research output. The qualitative analysis emphasized the critical role of factors such as funding, skill development, collaboration, incentives, equitable resource distribution, and journal indexing. Additionally, gaps in the implementation of research policies were identified within Ethiopian public universities. The study recommended organizing awareness workshops and providing training for leaders and policymakers. Further recommendations were directed at university leadership and policymakers, urging them to address key factors to effectively enhance academic research publications 243p.

THE PRACTICE AND CHALLENGES IN LEADING TEACHERS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF DAWA ZONE, SOMALI REGIONAL STATE, ETHIOPIA

2026-06-22T07:12:09Z

THE PRACTICE AND CHALLENGES IN LEADING TEACHERS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF DAWA ZONE, SOMALI REGIONAL STATE, ETHIOPIA Hassan Bishari Edin; Tadesse Hailu (PhD); Abdela Yuya (PhD) This study assessed the practices and challenges of leading teacher professional development in secondary schools in Dawa Zone, Somali Regional State, Ethiopia. It focused on three key questions and adopted a descriptive survey design, integrating both quantitative and qualitative methods for a comprehensive analysis. The sample comprised 117 participants from a population of 174, using purposive, stratified, and simple random sampling techniques. Participants included 88 teachers, 4 principals, 17 continuous professional development facilitators, 4 vice principals, 3 woreda supervisory experts, and 1 zone expert. Data were collected through questionnaires, focus group discussions, interviews, and document analyses. All 88 teachers completed the questionnaire, with their closed-ended responses analyzed using percentages and mean scores, while qualitative insights from interviews and open-ended questions were narrated descriptively. Findings indicated that teachers’ engagement in professional development activities, such as mentoring and conducting action research, was inadequate, and that principals and supervisory personnel offered insufficient support. Major challenges identified included a lack of training manuals, irrelevant training materials, limited trained facilitators, low support for professional growth, inadequate budgets, and school systems not meeting teachers' needs. To address these issues, the study recommended that teachers utilize school-based continuous professional development opportunities and that education officials, principals, and senior teachers actively support teachers by fostering an environment conducive to skill development. 68p.