http://ir.haramaya.edu.et//hru/handle/123456789/66 2026-04-16T10:56:41Z http://ir.haramaya.edu.et//hru/handle/123456789/8391 TEACHERS PARTICIPATION IN DECISION MAKING IN SECONDARY SCHOOLS OF BOLE SUB-CITY ADDIS ABEBA Nejaha Ahmed Abdulahi; Tadesse Haile (PhD); Million Kebede (PhD) The main purpose of this study was to investigate the practice of teachers‟ participation in decision - making in secondary schools of Bole sub city of Addis Ababa. Among the 8government secondary school found in Bole sub city, 4 of them were selected randomly as sample school. The total of 207 respondent (192 teachers, 4 principal, 8 PSA and 3) were include in the study. Besides, the data were collected through questionnaire from secondary schools teachers and interview from principals, education office Experts and PTSA. Descriptive statistical analysis techniques were used to analysis quantitative data gained through the questionnaires. The qualitative data gathered through interview were analysis by narration.The results of the study indicated that School leaders in facilitating teachers participation in school decision -making were found to be high.It was thus concluded that teachers role in school decision making have been to given due attention in this study,The area of Teachers participate in decision making; curriculum instruction and student disciplinary problems, determine the school budget, financial and income generating were high.For the need to facilitate condition in which trained principals in school administrative assigned, provide extrinsic reward to teacher with exemplary performance in their profession ,establishing , a collaborative relationship among teachers ,treating and motivating all teachers equally and the school leaders should communicate and give a clear information on the issues related with school planning to develop the sense of transparency in between teachers and school leaders were also some of the major recommendations forwarded in order to improve teachers‟ involvement in school decision - making. 77p. 2025-01-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8382 THE PREVALENCE OF ACADEMIC DISHONESTY IN SOME SELECTED SECONDARY SCHOOLS OF EAST SHOA ZONE, OROMIA NATIONAL REGIONAL STATE Batri Abdo Mohammed; (Assoc.Prof.) Yirgalem Alemu; (PhD) Sesay Agustin THE PREVALENCE OF ACADEMIC DISHONESTY IN SOME SELECTED SECONDARY SCHOOLS OF EAST SHOA ZONE The main purpose of the study was to investigate the prevalence of academic dishonesty in some selected secondary schools of East Shoa Zone, Oromia National Regional State. The study, employed descriptive survey design since it used to describe the current prevalence of academic dishonesty, the cause of academic dishonesty, the influence of academic dishonesty and the efforts of school leaders to minimize academic dishonesty. A mixed-methods approach was used in this study, combining both qualitative and quantitative components. Purposive, available and simple random sampling techniques were employed to select respondents among the total population of the study. Among these respondent, teacher informants participated in both open ended and close ended questionnaires while principals and supervisors participated on interview. Qualitative data were analyzed using frequency distribution, percentages, rank and true mean and the qualitative data were also analyzed in the form of narration and then triangulated to supplement the quantitative one. The result of the study indicated that prevalence and the extent of occurrences of allowing another person to copy from them during an exam, submitting an assignment that was written by someone else, inventing a family crisis in order to get an extension on exam, using technology to answer exam questions during exam, copying material from a published source without giving credit, taking an exam for another person, writing an assignment for a friend, copying from someone else during a test, using unauthorized material in an exam, reproducing an exam questions and sharing them with friends were highly prevalent. Thus, it is recommended that school leaders should Internalize that cheating is socially, morally, religiously and pedagogically an acceptable behavior and condemn it by hating cheating, exposing those who are involved in cheating and exhorting their peers 81p. 2022-06-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8377 FACTORSAFFECTINGTEACHERSTURNOVERINTENTIONIN PRIMARYSCHOOLINEASTHARARGEZONEOFOROMIAREGION, ETHIOPIA SHEMSHEDINABRAHIMDEMSHO; Dr.Baher Adem (PhD); Gemechu Abera (Associate Professor) This study was aimed to identify the different factors that affecting turnover intention among teachers of primary school in East Hararge Zone. In order to conduct the study, a descriptive survey research design was used. Four Woredas and one town in east Hararge zone were selected for the study using simple random sampling technique. Out of 22 primary schools in the selected Woredas and town, five primary schools were selected for the study by using simple random sampling technique. The target populations were teachers, school teachers were selected by using random sampling techniques. Out of 119 questionnaires distributed, 114 of the respondents were retrieving from the teachers of 5 sampled primary schools (Wayyu, Babbile, Umar kullee, Ejarsagoro, and Awbarre School) in East Hararge Zone. The main instruments of data collection for this study were questioners, interview and document analysis. The data were analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation. The three variables, correlation results revealed that employer related factor employees related factors and external related factors were positively correlated with teachers’ turnover intention. Regression analysis results showed that employer related factors; employee related factors and external related factors were factors affecting teachers’ turnover intention. The study concludes that all the variables of the study were important factors that affecting teachers turnover intention and there was need to be addressed beginning from the main contributor which was in this case employees related factors. In view of this, important recommendations were made to mitigate the problems. 75 2023-06-01T00:00:00Z http://ir.haramaya.edu.et//hru/handle/123456789/8352 POLICY-PRACTICE GAP IN IMPROVING EDUCATIONAL QUALITY IN SECONDARY SCHOOLS OF EAST HARARGHE ZONE, OROMIA REGIONAL STATE Aliyi Hussein Feko; Dr. Bahar Adem; Dr. Abdella Yuya The purpose of this study was to investigate the policy-practice gap in improving educational quality in secondary school of East Hararge zone. To accomplish this purpose, the study employed descriptive survey research design, which is supplemented by quantitative and qualitative research method to enrich data. The study was carried out on 8 secondary school of East Hararge zone. Then, a total of 286 individuals participated in the study. Among them, 218 secondary school teachers and 60 leaders were included in the sample through simple random sampling technique. Additionally, 8 head woreda educational office were included through purposive sampling techniques. Questionnaire, interview, and document analysis were the main instrument utilized during data collection. The analysis of the quantitative data was carried out by using percent, mean, standard deviation, while qualitative data were analyzed using narration. Finally, the results of the study revealed that the secondary school policy practices were not effective and suffered with many challenges. Among that, inadequate physical resource: classroom and laboratory, lack of maintain service for materials, lack inadequate financial resource, lack of utilizing instructional technology, absence of system that used to implement, monitor, evaluate policy practice, ineffective way of handling school community complains, lack of up dated policy guideline, unclarity of the existing policy, school community lack of commitment, lack of clear communication and lack of timely feedback were the major challenges that influence the secondary school policy practice. From the results of the finding, it is concluded that, the secondary teachers and leaders’ policy practice were within the range of low level. Based on the findings of the study, it is recommended that, educational office in each level should provide secondary school policy materials and give frequent trainings, workshops, and seminars on policy to enhance the awareness of the secondary school teachers and leaders 83p. 2023-06-01T00:00:00Z