Educational Leadership and Management
http://ir.haramaya.edu.et//hru/handle/123456789/66
2024-03-28T20:01:30ZCLASSROOM MANAGEMENT PRACTICES: THE CASE OF DEGAHABUR CITY SECONDARY SCHOOLS IN THE SOMALI REGIONAL STATE
http://ir.haramaya.edu.et//hru/handle/123456789/7682
CLASSROOM MANAGEMENT PRACTICES: THE CASE OF DEGAHABUR CITY SECONDARY SCHOOLS IN THE SOMALI REGIONAL STATE
Dayib Shakul Abdi; (PHD) Feyera Dinsa Hundessa; (Asst. Prof.) Birhasnu Sintayehu
The purpose of this study was classroom management practices and investigate the pressing issue
of classroom management and factors that contribute or affect the teaching learning at Degehabur
City administration. To conduct the study a descriptive survey design was deployed. From the
high schools of Degehabur city. We have three sample population at Degehabur council secondary
schools. These populations are-; 162 teachers, and 220 students were randomly selected.
Questionnaire were distributed to the selected teachers and students, interviews were carried out
with school principals, and classroom observations were conducted by help of two supervisors and
by the researcher. Data analysis was made by using statistical tools such as frequency counts,
percentage and mean and rank order correlation coefficient to identify where there were difference
and agreement among respondents on several items included in the questionnaire, and guiding
questions prepared for this purpose. The finding of the study revealed that teachers did not have
awareness that the pattern of students sitting arrangement determines the kind of teaching method
employed, teacher did not realize that motivations couldn’t be attainable unless it is intertwined
with the sex, ability and the background of students. Most teachers were seen less committed to
use many of various motivational device teaching and methods. They are also not committed to
prepare a well-organized lesson plan and clearly set objective of the lesson, ignoring was the most
commonly used technique of managing the students off-task behavior. teachers were seen
demanding the student’s attention, teachers students and the parents relationship were not strong,
more or less the physical layer (feature) of the classroom was conducive to enhance classroom
student’s learning etc. Based on the finding, it was concluded that there is a need for empowerment
of teachers of management of their classrooms. Teachers should identify and present their own
needs. They should explore new ideas and information. It is important for teachers to possess and
develop a set of skills to perform their task effectively. They should think about their classroom
management practices
110p.
2023-08-01T00:00:00ZLEADERS’ PRACTICES AND CHALLENGES IN IMPROVING INTERNAL EFFICIENCY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES: THE CASE OF HARAR, HARAMAYA AND BABILE TVET COLLEGES
http://ir.haramaya.edu.et//hru/handle/123456789/7594
LEADERS’ PRACTICES AND CHALLENGES IN IMPROVING INTERNAL EFFICIENCY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING COLLEGES: THE CASE OF HARAR, HARAMAYA AND BABILE TVET COLLEGES
Dinka Etefa; Tadesse Hailu Afework (PhD; YilfashewaSeyoum(PhD
The study under the title “Leaders’ Practices and Challenges in Improving Internal Efficiency of Technical and Vocational Education and Training Colleges: The Case of Harar, Haramaya and Babile TVET Colleges” was conducted to learn the’ practices and challenges of TVET leaders in improving internal efficiency of public TVET colleges. The research tried to give evidence-based answers to four basic research question; these are 1) What are the current practices of TVET leaders in imporving internal efficiency of their respective colleges? 2)what specific strategies do leaders employ to enhance internal efficiency in the TVET colleges 3) what are the major hindrances to improving internal efficiency in TVET colleges and 4) in what ways can leaders enhance internal efficiency in TVET colleges. The main purpose of the study was to assess the leaders’ practices and challenges in improving the internal efficiency of TVET colleges. Specifically, the study attempted to (i) assses the current practice of leaders with respect to improvement of internal efficiency (ii)assess specific strategies leaders employ to enhance internal efficiency in the TVET Colleges(iii) identify the major hindrances in improving internal efficiency in the TVET and (iv) identify ways leaders, enhance internal efficiency at Harar, Haramaya, and Babile TVET Colleges. Three TVET colleges were selected from Harari region and eastern Hararghie zone of Oromiya region. A descriptive survey research design was used to conduct the study with qualitative and quantitative approaches. Questionnaire and structured interview guide were used to collect primary data from sample population which was composed of TVET trainees, Trainers, leaders and technical staffs of target colleges.The study revealed that despite the fact that the trainers in each college have adequate skills, knowledge and work experience to deliver their duties as per the guidelines set forth in the TVET policy and strategies, most leaders lack optimal level of readiness, discipline and time management skills. The physical facilities of the colleges meet minimum requirement to conduct the training according to the TVET policy. It is proved that the colleges do not have adequate facilities and supply of consumable training inputs to accomplish effective training programs. Seemingly, it was also found out that the cooperation among TVET leaders, trainers, trainees, and support staffs within the college was loose. In light of the conclusions drawn, it is recommended that the major operational responsibilities should be given to TVET institutions to be autonomous to provide efficient leadership in planning and designing TVET programs, develop curricula, selection of trainees, recruitment of the staff and overall human resource management, using scarce resources properly and generation of external funds. As prescribed in TVET policy and strategy (MoE, 2018), increased responsibilities of leaders require effective, strong, competent and powerful leadership skill.
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2023-01-01T00:00:00ZPRACTICES AND CHALLENGES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF FAFAN ZONE, SOMALI REGIONAL STATE
http://ir.haramaya.edu.et//hru/handle/123456789/7460
PRACTICES AND CHALLENGES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF FAFAN ZONE, SOMALI REGIONAL STATE
Teyib Hassen Tahir; Dr. Tadesse Hailu; Dr. Million Kebede
The purpose of this study was to investigate the practices and challenges of school based
continuous professional development in government secondary schools of Fafan Zone, Somali
Regional state. To achieve the objectives, the study collected primary data from different
informants in secondary schools of Fafan Zone. The participants of interview were principals,
vice principals and school CPD facilitators. Supervisors and education office experts were used
in interview. The research methodology employed in the study was descriptive survey research
design. School principals, school CPD facilitators, supervisors and education experts/CPD focal
persons were selected purposively as sources of data where as teachers were selected with simple
random sampling for the study. The data gathering tools employed were questionnaire, interview
and document analysis Questionnaire was administered to teachers of which all were properly
filled in and returned. Then, the information gathered through closed-ended questionnaire was
analyzed using percentage, frequency and mean score while the data gathered through interview
and open-ended questions were narrated qualitatively. Results of the document analysis were
also described. The analyses of the data revealed that the extent of teachers’ engagement in
continuous professional development practices was inadequate. The findings showed that the
absence of strong link between CPD and teachers’ career development structure, efficiency,
license and relicense could lead to teachers’ loss of trust in CPD. stakeholders were providing
insufficient support for the teachers. School based continuous professional development was
inadequately implemented and students‟ academic achievement in sufficiently improved in was
government Secondary School. Therefore, the regional and woreda education bureaus should give
great attention about CPD program and should also capacitate the schools.moreover, Principals
should organize necessary training on CPD as well as motivational program and they should be
Committed for their contribution for the implementation of CPD preparation of the school CPD
plan and practically assist teachers by creating conducive environment and also consideration
should be given mainly to the capacity development of all the stakeholders involved in the
delivery of the CPD program
81p.
2023-08-01T00:00:00ZPRACTICES AND CHALLENGES OF WOMEN PRACTICIPATION IN LEADERSHIP POSITION IN PUBLIC ORGANIZATION OF DERA WOREDA, NORTH SHEWA, OROMIA REGIONAL STATE
http://ir.haramaya.edu.et//hru/handle/123456789/7405
PRACTICES AND CHALLENGES OF WOMEN PRACTICIPATION IN LEADERSHIP POSITION IN PUBLIC ORGANIZATION OF DERA WOREDA, NORTH SHEWA, OROMIA REGIONAL STATE
GORAW BEYENE SHIFERAW; Million Kebede (PhD); Yirgalem Alemu (Asso. Prof)
The main purpose of this study was to examine practices and challenges of women
participation in leadership position in public organization of Dera Woreda, North Showa,
Oromia Regional State. To conduct this study, descriptive survey research design was
employed. A total of 148 employees of woreda office were included in the study. Woreda;
head office, education office, agricultural office, health office, women and children affairs
office, public service development and human resources office and woreda speakers office
employees were selected using simple random sampling technique. The data were gathered
through questionnaire and interview were analyzed using percentage, frequency, mean,
standard deviation and one sample t-test. Data obtained through interview and open-ended
was qualitatively analyzed. The findings of the study revealed that the current practices of
women participation in the leadership position were low by which respondents disagree
score with issues of women’s are adequately represented in the position, being promoted
to positions of leadership and working in different leadership position are self-assured. In
addition, the study showed that there were policies, programs and criteria which help to
empower women to the leadership position but there were problems in implementing the
policies. Besides to this the study indicated that, family responsibilities, lack of adequate
recognition for strong women leaders, lack of valuing women’s leadership positions, and
absence of motivating women to apply for leadership positions were some of the challenges
in empowering women towards leadership position. Based on the summary of the major
findings, the following major conclusions are derived. The current practice of women
participation in the leadership position in the area under study is disagree and undecided,
as a result of multiple and interrelated factors. On the basis of these major findings and
conclusion the following recommendations were made. Woreda office in collaboration with
zonal office should provide short and long term training to women’s of the organization on
empowering women’s to the leadership position. Women in the study area should engage
in self-empowerment strategies and have to take the roles and responsibilities without fear.
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2023-11-01T00:00:00Z