2026-05-04T18:20:48Z https://nadre.ethernet.edu.et/oai2d

oai:zenodo.org:19407 2025-10-08T10:37:16Z user-009

ABERA DEMISSE 2025-10-08 ABSTRACT: The purpose of this convergent parallel design with mixed methods research was to examine effective utilization of teaching materials in secondary school of Gedeo Zone. The researcher examined the existence of internal and external factors affecting teacher’s effective utilization of teaching materials. Mixed methods involving qualitative and quantitative methods of data collection were used in order to triangulate the data and increase the validity of empirical material. Sample respondents of teachers were selected from six secondary school found in Gedeo zone by using simple random sampling technique. A total of 280 questionnaires were distributed to 212 teachers and 68 school leaders. The return rate was 203(72.5%) from both groups. Interviews were conducted with Gedeo zone education officer and school pedagogical center officers. Percentage, frequency, means, standard deviations, weighted mean and ttest were used to analyze quantitative data. In contrast, qualitative data were analyzed by constructing a description of the participants’ views and perspectives. The findings revealed that current practice of teaching material utilization in secondary schools were unsatisfactory. For instance teacher’s content taught in class room not supported by teaching materials, in most school no internet connection and no technical assistance to support ICT knowledge of teachers. More of there is no any projector, slide projector in and sufficient teaching aids in secondary schools. The internal factors of teachers that affect effective utilization of teaching materials were less motivation of teachers to improvise teaching aids, some of them unwilling to use teaching materials due to less commitment to utilize it. Consequently the external factors are insufficient teaching materials and lack of materials to prepare teaching aids. It is concluded that principal’s unsatisfactory support to alleviate the problems on teaching materials utilization created a gap on teacher’s skill on solving problems in their technical perspective of teaching materials utilization. Thus teachers’ content taught in class room failed to support students by utilizing teaching materials. The internal and external factors severely affects teacher’s upgrading their knowledge to modernization and less effective in utilization of teaching materials in secondary school of Gedeo zone. Finally, the research recommends school principals suggested supplying teaching materials in collaboration with woreda education officer and they are advised to facilitate in providing training for teachers on how to use computer and basics ICT skills. Teachers advised to use teaching materials that exist in pedagogy center while teaching students. Pedagogy officer suggested inviting teachers to pedagogy center to visit teaching aids beyond give awareness creation for teachers concerning teaching materials found in this center. https://zenodo.org/record/19407 10.20372/nadre:19407 oai:zenodo.org:19407 eng doi:10.20372/nadre:19406 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by EXAMINING EFFECTIVE UTILIZATION OF TEACHING MATERIALS IN SECONDARY SCHOOL OF GEDEO ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19399 2025-10-08T10:32:25Z user-009

ABEBAYEHU MESELE 2025-10-08 ABSTRACT: The study was intended to assess the economic returns of investing in education from lived experiences of HCA secondary school teachers. It employed a mixed research design. 297 school teachers were selected as sample by using stratified sampling techniques. Questionnaire and document analysis were used as data gathering tools. Data was analyzed by using percentages, mean, standard deviation and independent sample t-test. Additionally Pearson’s correlation and Univarient regression analysis were also employed. The findings of the study revealed that most of the respondents are having BA/BSc. Salary of the teachers was average 6574ETB. Respondents have incurred almost all private cost of education during their study time. The public expenditure of education is increasing highly. Cost of education/student is increasing alarmingly. Education consumes the highest share of the total government annual budget. Education has higher impact on the economy of teachers and the public in general. BCR of education is 4.3. In conclusion educational status of teachers is below the standard of MoE. The salary of respondents was at minimal level. Private and public expenditure of education is high. Respondents earned most of the private economic benefits of education. Education is helpful for the economic growth of the nation. Education is considered as a means to foster productivity and income growth. Education has high and positive relationship with economic growth. Education is a profitable investment. The researcher recommended that responsible government body has to work to control annual growth of individual cost of education across the nation. HCA has to work on improving educational status of teachers by providing opportunities of learning in weekend or night programs. The JEG salary improvement program should be implemented. Finally, HCA/universities should encourage practitioners to perform further research on the topic. https://zenodo.org/record/19399 10.20372/nadre:19399 oai:zenodo.org:19399 eng doi:10.20372/nadre:19398 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by Education, Return, Cost, Economic Benefits ECONOMIC RETURN OF INVESTMENT IN EDUCATION FROM LIVED EXPERIENCES OF HAWASSA CITY ADMINISTRATION SECONDARY SCHOOL TEACHERS info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19387 2025-10-08T10:28:53Z user-009

Abbas Tuke 2025-10-08 ABSTRACT: The purpose of this study was to assess the instructional leadership effectiveness of secondary schools Leaders in West Guji zone of Oromia Regional State and to investigate some of the factors that affect the Instructional leadership effectiveness. The descriptive survey method was employed in this study. A descriptive survey describes and interprets what is there currently. In this study, both primary and secondary data sources were employed. The study was conducted in5 Secondary Schools selected from 10woredas by using a combination of simple random, purposive and available sampling techniques 5 principals,5 vice principals,5 WEO leaders, 121 teachers and 5 supervisor were used as the subjects of the study to obtain the necessary data. Questionnaire, document analysis and unstructured interview were the instruments used for data collection. The data collected through the questionnaire were analyzed using percentage, mean, standard deviation and t-test statistical analyses procedures. Findings from the data analysis revealed that most school leaders are not strong (effective) neither in each dimension nor in their overall instructional leadership role. Of the personal characteristics treated, only experience as department head, a leader appeared to have significant relationship with Instructional Leadership effectiveness. Following the findings the drawn conclusion was, the quality of leadership effectiveness `plays a leading role in realization of quality of education while the poor instructional leadership deliver greatly affect the quality of education. As a result of research finding shows, in the West Guji zone the area in which this research was conducted, the effects of weak instructional leadership greatly affect the effectiveness of Leadership. Based on this finding, recommendation made by the researcher Includes, Regional Education Bureau in collaboration with zone and district education department should define the instructional leadership effectiveness of leaders clearly in terms of the five dimensions, provide trainings in the area, revise and improve the selection and appointment criteria of leadership positions. https://zenodo.org/record/19387 10.20372/nadre:19387 oai:zenodo.org:19387 eng doi:10.20372/nadre:19386 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by INSTRUCTIONAL LEADERSHIP EFFECTIVENESS OF SECONDARY SCHOOL LEADERS IN WEST GUJI ZONE OF OROMIA REGIONAL STATE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19393 2025-10-08T10:30:46Z user-009

ABDI HUSSEIN 2025-10-08 ABSTRACT: This study was conducted to assess the Challenges of School Leaders in Creating Effective School Culture in Secondary Schools of Borena Zone. To conduct this study, cross sectional descriptive survey design along with mixed research method was employed. Amulti-stage sampling was employed to choose woredas, secondary schools and sample respondents. Then Firstly 5 woredas and 1 administrative town were selected randomly from 14 woredas and 1 administrative town in the Zone. Secondly from 12 secondary schools of selected woredas and administrative town 6 secondary schools namely, Moyale, Tuka, Mega, Hidi, Surupa and Yabelo were selected by using simple random sampling techniques, which accounts 50% of secondary schools in the selected woreda. Thirdly16 principals/vice principals and 6 supervisors were selected by using purposive sampling. At last 26 department heads out of 56 and 76 teachers out of 228 were selected by using simple random sampling techniques. Therefore, Participants of the study were 76 teachers and 42(16 principals/vice principals and 26 department heads) school leaders selected by using simple random sampling and purposive sampling method respectively. The data were collected by using questionnaires and interviews. Data collected through questionnaire were analyzed and summarized using statistical tools, such as, means, Grand mean, standard deviation and t-test while qualitative data were analyzed using content analysis approach. The findings of the study indicated that teachers’ attitudes at secondary school were not good to their profession as well as to creating effective school culture. The low attitudes of teachers towards their profession result in the poor practice of creating effective school culture in secondary school. The study also shows that there were factors which affect in creating effective school culture that are emanated from in school related factors and out of school related factors. Based on the major findings, it is important to work to change teachers attitudes, accountability and transparency should be created, participatory and comprehensive strategic planning should be designed as well as the curriculum also need revision. https://zenodo.org/record/19393 10.20372/nadre:19393 oai:zenodo.org:19393 eng doi:10.20372/nadre:19392 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by THE CHALLNGES OF SCHOOL LEADERS IN CRATING EFFECTIVE SCHOOL CULTURE IN SECONDARY SCHOOLS OF BORENA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19401 2025-10-08T10:34:03Z user-009

ABEBE DEMISSE 2025-10-08 ABSTRACT: The main purpose of this study was to assess the effectiveness of Parent Teacher Association in promoting school-community participation in Gede,o zone secondary schools, in south region. The study employed descriptive survey design and a mixed method approach to collect and analyze data. Participants of the study involved 175 from four secondary schools and participants replied responses out of147 (84%) from sampled participants. Samples of study schools, teachers were stratified sample, student council representative participants were selected by using simple random sampling and PTA members and school leaders were also selected by purposive sampling techniques. The instruments for data collection were questionnaire, focus group discussion held in one secondary schools and document analyzed in each secondary schools. The finding of this study indicated that the participation of PTA members from their regular activities and fund raising activities were good among others achievements. Communication was to same extent show improvement, while instructional program was found to be low in most sampled secondary schools. Parent Teacher Association participation achievement data showed that, their contribution in fund raising from various sources to support the school were to be found good. On the contrary, students’ performance and discipline were found to be low. Thirdly, the findings of the study identified the basic factors that affect Parent Teacher Association contribution were encountered PTA members, teachers and school principal related. Finally, to minimize and solve the identified problems, the Woreda education office or principals and supervisors need to give continuous follow up and training on duties and responsibilities to the Parent Teacher Association members https://zenodo.org/record/19401 10.20372/nadre:19401 oai:zenodo.org:19401 eng doi:10.20372/nadre:19400 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by EFFECTIVENESS OF PARENT TEACHER ASSOCIATION IN PROMOTING SCHOOL COMMUNITY PARTICPATION IN SECONDARY SCHOOLS IN GEDE, O ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19405 2025-10-08T10:35:45Z user-009

ABEBE GUYE 2025-10-08 ABSTRACT: The purpose of this study was to investigate the Status of community participation of Secondary schools in Gedeo Zone. For this study, sequentional explanatory design included along with both quantitative and qualitative method. The data were used to gather information through questionnaire, interviews and document analysis. In this study, 127 teachers which were selected by simple random sampling and 48 school managements which were selected avaliability, filled and returned the questionnaire collected through the quantitative data. In addition, 10 school leaders were selected avaliability interview collected through the quanlitative data . The other tool used in this study was document analysis. Data obtained were analyzed using statistical tools such as percentage, ,weighted mean and one-way t-test. The findings of the study indicated that the extent to which community participation in the management of secondary school such as planning, resource mobilize, decision making, managing discipline and monitoring and evaluation was low level. The findings also indicated that factors that affect the community participation in the management of secondary schools include lack of commitment, lack of training, inappropriate time and place of meeting, negative attitudes of principals and teachers towards the role of community representatives members and lack of confidence of community representatives members for they are not professional. Thus,providing adequate training for members of PTA and KETB and for school leaders, adopting participatory and demographic leadership style by school leaders, creating conducive working environment in the schools and equipping schools by basic resources some of the forwarded recommendations. https://zenodo.org/record/19405 10.20372/nadre:19405 oai:zenodo.org:19405 eng doi:10.20372/nadre:19404 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by THE STATUS OF COMMUNITY PARTICIPATION OF SECONDARY SCHOOLS IN GEDEO ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19427 2025-10-08T10:50:03Z user-009

ALEMAYEHU BEKELE 2025-10-08 ABSTRACT: The purpose of this study was to assess the quality of education in Private Higher Education Institutions (PHEIs) in Hawassa and how these challenges affect educational quality being provided by them. The research employed a sequential explanatory mixed research design where priority was given to a case study approach i.e. it employed the “QUAL→ quant” mixed method research type where due priority and emphasis was given to the qualitative component. The data was obtained from five selected PHEIs leaders and administrative staffs whose institutional head offices were in the city of Hawassa. It used document review, research questionnaire, interview, and field notes to enable triangulation of the findings with other publicly available information as a source of data and the analysis was made using both qualitative and quantitative data analysis tools. Results from the analysis showed that, though role of PHEIs, which before two decades was almost non-existent and was totally dominated by government institutions has significantly increased and cover almost quarter of higher education enrollment in the country nowadays, there are concerns from side of stakeholders, especially MoE and HERQA, regarding quality and relevance of education provided by these PHEIs. On the other hand, PHEIs are faced with vast internal deficiencies and external challenges like the existence of double standard, frequent change in rules and regulations, lack of recognition and support system for the sector, infrastructural problems, high dependability on tuition fee; shortage of qualified academic staff, and enrollment of students with low academic profile to say the least for them to meet expectation of stakeholders’ with regard to providing quality education. From the number of challenges PHEIs are faced with problem were associated with the higher burden imposed on PHEIs by current education regulations and policies exhibiting double standard in governing for the public and the private sector which ultimately is preventing the private sector to fairly benefit from acquiring the necessary inputs for quality education, lack of support system and incentive mechanism, lack of qualified academic staff, poor students quality, infrastructural shortcomings, and financial shortage were found to be the major ones. Based on the analysis, the study recommended that regulatory bodies, policy makers, and PHEIs leaders to work towards eliminating or minimizing existence of the differential treatment; establishing a support mechanism for the sector; constancy and/or stability in issuance of rules and regulations; diverse income generating activities; enhancing academic profile of instructors and students profile; provide adequate infrastructure https://zenodo.org/record/19427 10.20372/nadre:19427 oai:zenodo.org:19427 eng doi:10.20372/nadre:19426 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by ASSESSMENT OF QUALITY OF EDUCATION IN PRIVATE HIGHER EDUCATION INSTITUTIONS IN HAWASSA CITY ADMINISTRATION info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19421 2025-10-08T10:47:01Z user-009

ADISSU SEMANI 2025-10-08 ABSTRACT The main purpose of this study was to identify the role of leadership to teacher retention in secondary schoolof Gurage zone. In order to conduct this study, cross-sectional a descriptive survey design along with mixed research method was employed. Quantitative data were collected, through questionnaires in six wordeas; from these selected woreda six schools were selected for the study using simple radndom sampling techinique.The data for the study was collected from140 teachers,9 vice principal & 6 supervisor. The respondents were selected for the stduy using simple random sampling for teachers & census samplnig for vice principal and supervisor. research data collected through questionnaires were analaysed interpreted using frequencies, percentages, mean values & Pearson correlation coefficient. Information collected through interview was analyzed qualitatiely from the 6 principal and 6 PSTA head using census sampling for both . The study revealed that the the major factors for teaching staff turnover rate are:-inadequate salary, working condition remoteness, students’ disciplinary problems ,poor administrativ support, lack of motivation ,lack of instructional matrials, high workload and unswitable school principal leadership style. Moreover, the Autocratic leadership style had statistically significant effect on the teacher’s turnover rate. Among these factors,poor adminstrative support(autocratic leadership style),inadequate teaching salary,working condition remoteness case, and students disciplinary problem were the dominant factor that contribute to teaching staff turnover.School leader have many work load and responsibility related to school so the leader must be take in to consideration and use different mechanizms for teachers retention. Then policies aimed at improving school administration may be effective at reducing teacher turnover. One of school vice principals among the three or two at school, invested his/her skill and knowledge for political activities in the school. Political activities did not have impacts on the teacher retention. From the above mentioned core factors all are solve by school leadership except inadequate teaching salary.So leadership and stake holder of the school to increase retention rate of teachers’ play a vital role for using different mechanizimes by moblize school comuntity to solve the problem. https://zenodo.org/record/19421 10.20372/nadre:19421 oai:zenodo.org:19421 eng doi:10.20372/nadre:19420 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by LEADERSHIP STYLE AND ITS CONTRIBUTION TO TEACHER RETENTION IN SECONDARY SCHOOLS OF GURAGHE ZONE. info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19425 2025-10-08T10:48:39Z user-009

ALEMAYEHU AFRIKAW 2025-10-08 Abstract: The purpose of this study was to assess practices and problems of females’ participation in school leadership in secondary schools of Dawro Zone. Concurrent an embedded design along with mixed methods approach was employed for the study. Primary and secondry sources of data were utilized. Population of the study were teachers, cluster supervisors’ and women and children affair heads. Simple random sampling techniques were used to select secondary schools and individual participants’ while purposive sampling techniques were used to decide key informants (cluster supervisors and women and children affairs heads). Data collection tools were close-ended questionnaires, structured interview and document review. Thus, 115 teachers filled and returned the questionnaires while an interview was also conducted with 4 cluster supervisors’ and 4 women and children affair heads. Data were analyzed through descriptive, inferential and thematic analysis. Participants backgroud information were analyzed through descriptive analysis. Questionnaire and interview data were analyzed through inferential and thematic analysis respectively in statistical description frequency, percentage, mean, t-value, pvalue at alpha significance level 0.05. The findings of the study revealed that education officials were make gender bias while selecting female school leaders; lack of special support for females to compete for leadership position in the education system, as result, female teachers were less participated in school leadership position;and they do not have plan and set their promotion goals to be school leader. Some of the challenges which could hinder their representation in educational leadership were pressure of household responsibilities, and men dominance of management position. The possible suggestions to improve female teachers participation in secondary school leadership position were providing training for women, gender awareness, gender fairness in school leadership position, fighting traditional believes that hinder the progress of women, depress societal discrimination, sensitize society to accept women leadership, and women’s should be self-confident. https://zenodo.org/record/19425 10.20372/nadre:19425 oai:zenodo.org:19425 eng doi:10.20372/nadre:19424 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by Practices, Problems, Female Teachers Participation, School Leadership, Secondary Schools PRACTICES AND PROBLEMS OF FEMALE TEACHERS' PARTICIPATION IN SCHOOL LEADERSHIP IN SECONDARY SCHOOLS OF DAWRO ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19419 2025-10-08T10:45:25Z user-009

ADIMASSU RABO 2025-10-08 Abstract: This study aimed at to assess factor affecting female teachers' participation in educational leadership in secondary school of Gedeo zone. To conduct this study, explanatory mixed method was employed. The participants of this study were 130 teachers. They were selected by using simple random sampling technique. 4 school principals and 2Woreda education officials and 2 supervisors were also involved by using purposive sampling technique. The data were collected by using questionnaire, interview and documents. Mixed method was employed in order analyze data. Finally, the research came up with the following major findings. The involvement of female teachers in educational leadership was insignificant because of their low interest towards leadership position. There are different factors that have narrowed females’ participation in educational leadership. These factors are generally categorized into social, cultural and institutional factors. All the mentioned factors are significantly influenced females to take part in leadership position. As for the lack of confidence because of the social back ground in the culture of the community in general, females are not leaders; they are followers rather. As a result of lack of confidence, they are not interested to become leaders. It can be said that socio- cultural factors the society outlook barred female to take responsibility and to assign them in leadership position. School leadership is men dominated in tradition so there is significant difference between male and female leaders. The gender balance in the secondary school as well as in educational office is very low. Besides, woman should be given the opportunities to manage education in educational sector without discrimination. At school level, they need to be assigned as unit leaders, department heads and co-curricular coordinators and the like. The zonal education office also has to play a very vital part in bringing female teachers to power. For instance, it needs to create a relation with other concerned bodies so as to prepare different educational and other training opportunities for female teachers to upgrade and update their capacity. https://zenodo.org/record/19419 10.20372/nadre:19419 oai:zenodo.org:19419 eng doi:10.20372/nadre:19418 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by FACTOR AFFECTING WOMEN TEACHERS' PARTICIPATION IN EDUCATIONAL LEADERSHIP IN SECONDARY SCHOOL OF GEDEO ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19417 2025-10-08T10:43:49Z user-009

ADANE KUMA 2025-10-08 Abstract: The purpose of this study was to examine the effects of school environment on teachers’ job satisfaction secondary schools of Dawuro Zone. This study employed concurrent triangulation research design and mixed research methods including both qualitative and quantitative method, in which the concerned bodies (teachers, school principals, Department Heads and cluster supervisors) were participated. Moreover, the study was conducted in twelve (12) secondary schools in Dawuro Zone. Again, comprehensive sampling technique was used to select department heads and cluster supervisors, while simple random sampling was used to include teachers. Besides, purposive sampling technique was used to include school principals. Specifically, 200 teachers, 120 department heads, 5 cluster supervisors and 12 school principals involved in this study. However, the data collected from 190 teachers, 126 school leaders and 5 cluster supervisors were used for this study. The relevant data to the study were collected through questionnaire and interview. The quantitative data was analyzed by using percentage, mean score, independent sample t-test, Pearson correlation coefficient and whereas the qualitative data was analyzed through narration. The results indicated that the teachers were significantly dissatisfied with most aspects of their work due to the unfavorable working environment, unhappy with the school management, inadequate buildings and inadequate offices, lack of smooth relationships between teacher and student, unpleasant rewards and recognitions, lack of available material resources in which desks were uncomfortable and inadequate, lack electric light that serves for 24 hours, lack of lighting and ventilation in school, inadequate seating for teachers, lack of separate toilets and hand-washing facilities, lack of enough instructional materials and insufficient computer along with internet access. The possible suggestions focused on creating conducive school environment, promoting teachers based on performance, developing the professional skills of their teachers, adoring and giving respect for teaching profession, rewarding top-performing teachers and building positive relationship with stakeholders. https://zenodo.org/record/19417 10.20372/nadre:19417 oai:zenodo.org:19417 eng doi:10.20372/nadre:19416 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by THE EFFECT OF SCHOOL ENVIRONMENT ON TEACHERS' JOB SATISFACTION IN SECONDARY SCHOOLS OF DAWURO ZONE, SNNPRS info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19429 2025-10-08T10:51:30Z user-009

ALEMAYEHU BUTTA 2025-10-08 Abstract: This study seeks to examine the current status of continuous professional development program implementation and its challenges in Sidama Zone secondary schools. To this end, the Convergent Parallel (concurrent) research design was conducted in the 10 government secondary schools. From those Schools; 144 teachers and 80 school leaders (including principals, vice principals, department heads, unit leaders), were selected by simple random sampling technique; while 10 supervisors and 10 woreda education office teacher development program coordinators were selected by purposive sampling technique. The instruments used to collect data were questionnaire, document analysis, and interview. The data collected through the questionnaire were self-administered and analyzed using percentage, mean and t-test. Results indicated that the major finding of the study were; most activities of Continuous Professional Development implementation in the study area were moderately implemented: there were inadequate support and inputs for Continuous Professional Development program; lack of teachers working collaboratively with colleagues, and less engagement in their own Continuous Professional Development throughout their careers and the CPD program was delayed by many discouraging factors. The findings of the study concluded as CPD program was not implemented successfully due to the, lack of trained CPD facilitators, absence of motivation to CPD work for teachers by the school leaders, lack of resources or budget to implement CPD, absence of commitment of teachers to implement the CPD program, less support from school leaders and etc… were major affecting factors. On the basis of these major findings and conclusion the following recommendations were made: to implement the CPD program effectively, Woreda education office in collaboration with Zone education department has to organize the necessary training on CPD as well as school leaders and teachers organize motivation program to improve their work and allocate necessary budget for effective implementation for continuous professional development program. https://zenodo.org/record/19429 10.20372/nadre:19429 oai:zenodo.org:19429 eng doi:10.20372/nadre:19428 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by CURRENT STATUS OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMM IMPLEMENTATION AND ITS CHALLENGES IN GOVERNMENT SECONDARY SCHOOLS OF SIDAMA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19411 2025-10-08T10:40:38Z user-009

ABIYOT ASSEFA 2025-10-08 ABSTRACT: The purpose of this study was to assess the human resource management practices and problems in Education department of Gedeo Zone. The study was undertaken using mixed approach that was explanatory sequential. 8 Woredas and 4 town administration were considered in this study. A comprehensive sampling technique was employed to select all the study areas. There were f 288 considered as population of the study. Out of this population, 167 employees were selected by Appling comprehensive and purposive and simple random sampling because of the information and position they hold. Questionnaires, interviews, and document analysis were used as an instrument for primary data collection. The data collected from the respondents were analyzed using SPSS version 2020. The study found out and concluded that the practices of human resource plan was not properly managed in terms of its preparation, participativeness, analysis of the existing condition, its preparation at the early beginning of the fiscal year and it was not used as a source for recruitment and selection effectively. Similarly the selection interview was not relevant and appropriate to the job they applied. The newly interring employees were not oriented to the existing staff and they were also not oriented well about the job they are going to join. And also the selection decision made was not monitored and evaluated appropriately. Finally, Shortage on labor market condition, external applicants and lack of peace are external challenges and, shortage of skilled man power, lack of understanding of the guidelines and budget was internal challenges that hindered recruitment and selection practices of human resource in education department of the Gedeo Zone. It was recommended that in order to solve the problems of HRP, recruitment and selection, the concerned bodies and the stake holders should do in collaboration by involving stake holders, allocate adequate resources and provide training for human resource officers and monitor and evaluate the human resource planning, recruitment and selection practices. https://zenodo.org/record/19411 10.20372/nadre:19411 oai:zenodo.org:19411 eng doi:10.20372/nadre:19410 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by HUMAN RESOURCE MANAGEMENT PRACTICES AND PROBLEMS IN EDUCATION DEPARTMENT OF GEDEO ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19409 2025-10-08T10:38:42Z user-009

ABERA LEULSEGED 2025-10-08 Abstract: The purpose of this study was to investigate the major disciplinary problems, causes and techniques used to manage students’ discipline problems in selected secondary schools of Silte zone. A descriptive survey research was used to achieve the purpose of the study. On top of this, the research sample was composed of 114 teachers, 14 principals and 298 students of the eight selected sample schools in Silte zone. These samples were drowning from the total population using simple random and availability techniques. Moreover, the data gathering tools for this research were questionnaire, interview, focus group discussion and document analysis. Data collected using these instruments were analyzed using descriptive statistics percentage, mean and frequency. Besides, thematic analysis was used to analyze qualitative data. Finally, the study revealed that coming to classroom habitually late, Cheating in examination and not bringing books, in the classroom were the major types of disciplinary problems observed in the schools. The findings of the study also revealed that Lack of parental control, peer pressure and bad influence outside the school were the major cause for the observed disciplinary problems of students in Silte zone administration. With regard to techniques of students disciplinary problems revealed that proximity controls, promote autonomy and enforce rules, were the major techniques of students’ disciplinary problems. Therefore, it was recommended that the school principals, teachers and other stakeholders would set some sorts of rules and regulations specific to the school with the active involvement of the students, in addition to the rules and the regulations of the country, Parents and the society should understand that their contribution to students ‘disciplinary problem is great and would participate thoroughly and follow up on the day to day activities of their children by having close relationships with their schools. More ever, teachers, principals need to be good models to their students on how to deal with students-behavioralproblems. https://zenodo.org/record/19409 10.20372/nadre:19409 oai:zenodo.org:19409 eng doi:10.20372/nadre:19408 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by ASSESSMENT OF STUDENTS DISCIPILINARY PROBLEMS IN SECONDARY SCHOOLS OF SILTE ZONE. SNNPRS. ETHIOPIA info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19413 2025-10-08T10:42:18Z user-009

ABRAHAM TETEMKE 2025-10-08 Abstract: The objective of this study was to assess the factors that contributes students’ to dropout in secondary schools of Gedeo Zone. In conducting the research, descriptive survey research method was employed and mixed design was used. Thus, the instruments of data collection were questionnaire, document analysis, and interviews to providing enough information to participant was how the study was done to attain the research objective. Descriptive survey design was used in the study. The participants were 10 secondary school principals purposefully selected, 150 teachers was selected by using simple random technique, 10 PTA and 10 dropouts were included in the study . Data was analyzed using both descriptive and inferential methods. Quantitative data collected from respondents were analyzed and interpreted by frequency, percentage, variance, standard deviation using the Statistical Package for Social Sciences (SPSS version 20) and an interview was manually summarized. Based on basic questions of the research the findings of the study shows the rate of dropout in Gedeo Zone secondary school was extremely increasing. Dropouts of grade 9 students were worse than grade 10 students. Female students more affected by dropout than male students. The major factors that influence students to dropout students’ lack of interesting in learning; absents, disciplinary problems were some major factor. The study recommended all stakeholders be involved in efforts to address the school based factors, students based factors and home based factors leading to dropout. Parents participate in school and working effectively for making conducive learning environment. Give emphasis to assign guidance and counseling service to solve economic, social, and psychological problems. https://zenodo.org/record/19413 10.20372/nadre:19413 oai:zenodo.org:19413 eng doi:10.20372/nadre:19412 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by AN ASSESSMENT OF FACTORS THAT CONTRIBUTING TO STUDENTS' DROPOUT IN SECONDARY SCHOOL OF GEDEO ZONE. info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19527 2025-10-09T13:27:49Z user-009

ALEMAYEHU BUTTA 2025-10-09 Abstract: This study seeks to examine the current status of continuous professional development program implementation and its challenges in Sidama Zone secondary schools. To this end, the Convergent Parallel (concurrent) research design was conducted in the 10 government secondary schools. From those Schools; 144 teachers and 80 school leaders (including principals, vice principals, department heads, unit leaders), were selected by simple random sampling technique; while 10 supervisors and 10 woreda education office teacher development program coordinators were selected by purposive sampling technique. The instruments used to collect data were questionnaire, document analysis, and interview. The data collected through the questionnaire were self-administered and analyzed using percentage, mean and t-test. Results indicated that the major finding of the study were; most activities of Continuous Professional Development implementation in the study area were moderately implemented: there were inadequate support and inputs for Continuous Professional Development program; lack of teachers working collaboratively with colleagues, and less engagement in their own Continuous Professional Development throughout their careers and the CPD program was delayed by many discouraging factors. The findings of the study concluded as CPD program was not implemented successfully due to the, lack of trained CPD facilitators, absence of motivation to CPD work for teachers by the school leaders, lack of resources or budget to implement CPD, absence of commitment of teachers to implement the CPD program, less support from school leaders and etc… were major affecting factors. On the basis of these major findings and conclusion the following recommendations were made: to implement the CPD program effectively, Woreda education office in collaboration with Zone education department has to organize the necessary training on CPD as well as school leaders and teachers organize motivation program to improve their work and allocate necessary budget for effective implementation for continuous professional development program. https://zenodo.org/record/19527 10.20372/nadre:19527 oai:zenodo.org:19527 eng doi:10.20372/nadre:19526 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by CURRENT STATUS OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMM IMPLEMENTATION AND ITS CHALLENGES IN GOVERNMENT SECONDARY SCHOOLS OF SIDAMA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19591 2025-10-13T12:32:29Z user-009

ANDUALEM GEZAHEGN 2025-10-13 ABSTRACT: Cheleleka wetland is one of the few wetlands in Ethiopia and located in the upstream of Lake Hawassa where a chain of mountains stretch out and occupy a wide flat marshy land. The study was conducted to assess the challenges and opportunities of Cheleleka wetland management. The primary data were collected from 398 respondents (376 HHs, 12 FGDs and 10 KIs) and secondary data were collected from all available published, unpublished materials and in-situ personal experiences. The study used simple random sampling technique to select household respondents from four kebeles adjacent to the wetland. The socioeconomic data were collected through different instruments and analyzed quantitatively and qualitatively. The study finding shows that 90% of households rely on mixed farming as their main economic activity; the demand for food has significantly increased which led to shrinking of the wetland. Cheleleka wetland has been providing a number of services that are socially and economically important to the local community. The majority of households benefited from wetland cultivation through growing of different crops. Also direct conversion of wetland to cultivated land and eucalyptus plantation were considered to be extremely high triggering factors followed by overgrazing and deforestation. Moreover, lack of awareness, absence of separate wetland policy and lack of clear institutional arrangement are the main problems that aggravated wetland degradation. The result also shows that extensive change of wetland to other land uses was occurred from 1998 to 2007 followed by 2008 to 2017. The availability of fertile soil, ample water, minerals and grasses are suitable for livestock production, open access to all actors and others are main pull factors. Population growth, socio-economic and cultural life, shortage of grass and water during dry seasons and others are push factors. As a result, many local communities experienced scarcity of some of their basic livelihood such as fresh water supply, some crops as well as some important edible fishes like African Catfish and others. Hence, government has to provide special attention to minimize the conversion of wetlands and maximize their socioeconomic and ecosystem benefits. The development of wetland policy, proper institutional arrangement, capacity building, and integrated research are recommended to safeguard the wetlands. https://zenodo.org/record/19591 10.20372/nadre:19591 oai:zenodo.org:19591 eng doi:10.20372/nadre:19590 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by PERCEIVED CHALLENGES AND OPPORTUNITIES OF WETLAND MANAGEMENET: THE CASE OF CHELELEKA WETLAND, SOUTHERN ETHIOPIA info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19587 2025-10-13T12:30:54Z user-009

ANDINET ADEMASU 2025-10-13 ABSTRACT: The purpose of the study was to examine the factors affecting school based supervision in government secondary schools of Derashe Special Woreda in SNNPR. Specifically it assessed the factors on school based supervisors in implementing school based supervision activity in secondary schools. Concurrent research design were employed for this study, accordingly utilized both qualitative and quantitative data analysis with mixed research method. Availability, proportionality and simple random sampling were used to select a total population of 196 samples that participated in questionnaire and interview. This comprised 134 teachers, 40 school supervisors, 2 woreda school supervisors and 5 woreda education officers. The response rate of questionnaire was 163(91.8%) from i.e 123 teachers and 40 school leaders. The school teachers were selected by simple random sampling the rest participate was taken by availability sampling techniques. Questionnaires, interviews and document review were used to collect data. The data gathered through questionnaires were analyzed using percentages, mean and standard deviation of each group. Grand mean and independent sample t-test value for both groups were analyzed. The qualitative data analyzed by thematic analysis and narrative method. The findings showed that school based supervisory practices did not regularly identify teacher’s instructional limitation and insufficient support to assist teachers to improve instructional practices in classroom. Besides, school based supervisors do not link schools with community to solve financial and material problems in teaching learning process. There was school supervision problems such as the incapability of schoolbased supervisors; the absence of training programs to update supervisors; lack of supervision manual at school; an insufficient allocation budget to carry out supervisory activities; the heavy workload of school supervisors. From this it could be concluded that those secondary schools of Derashe Special Woreda has difficulty in running school based supervisory activity. Supervisors do not efficiently support teachers in finding limitation and improving their instructional practices. So the study recommends school principals advised to prepare and conducting regular training for school supervisors in order to improve how they can support teachers. Woreda School supervisors advised to prepare training on school supervision for teachers in collaboration with Derashe Special Woreda education office. This could create an opportunity for experience sharing among the departments that could enhance the behavior of working in cooperation and collaboration for success of school supervision. https://zenodo.org/record/19587 10.20372/nadre:19587 oai:zenodo.org:19587 eng doi:10.20372/nadre:19586 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by FACTORS AFECTING SCHOOL BASED SUPERVISION IN GOVERNMENT SECONDARY SCHOOLS OF DERASHE SPECIAL WOREDA IN SNNPR info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19585 2025-10-13T12:29:27Z user-009

AMBADE G/MADHIN 2025-10-13 ABSTRACT: The purpose of the study was to investigate the Contribution of Cluster Resource Centers for teachers’ professional development in Government primary schools of pastoralist woredas of Borena Zone. To achieve this purpose, explanatory sequential research design was employed as it helps to describe the status of the contribution of cluster resource centers. Accordingly, 5 woredas were selected by using stratified sampling technique from 12 Cluster Resource Centers (CRCs). From the 50 primary schools, 126 teachers were selected using simple random sampling technique to represent the population. Moreover, 50 school principals were included comprehensively and 5 CRC supervisors were included purposefully. Data were collected using questionnaires, interview, observation and document analysis. Mean, weighed mean and Independent Sample t-test for p-value were used to analyze the quantitative data. The qualitative data was analyzed thematically. Consequently, the obtained findings revealed that the CRC was not effective in improving teachers’ professional development. Its extent of supporting teachers to share experience was low; it was not effective in improving the teachers’ professional developments. It did not facilitate experience sharing among the satellite schools. Moreover, in CRC, the material resource was not properly provided and it was not successful in encouraging collaborative and teamwork between resource center and community for teachers’ development. In conclusion, cluster resource center for teachers profession development is highly challenged due to the absence of teachers" commitment to work collaboratively with colleagues, the lack of follow up and monitoring, the shortage of adequate materials lack of the provision of necessary equipment, materials and resources and the other. Therefore, it is recommended that supervisors and school principals are recommended to arrange short-term trainings and discussion forums to focus on providing support for teachers in teaching profession by preparing of teaching aids, teachers should share experience to develop their skills and knowledge with teachers of satellite schools who teach common subjects by coming together at center of cluster, schools, BZED, WEO, and Community are needed to provide the cluster centers with adequate equipment, teaching materials, trained personnel and should allocate sufficient budget. https://zenodo.org/record/19585 10.20372/nadre:19585 oai:zenodo.org:19585 eng doi:10.20372/nadre:19584 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by CONTRIBUTION OF CLUSTER RESOURCE CENTERS TO TEACHERS' PROFESSIONAL DEVELOPMENT IN GOVERNMENT PRIMARY SCHOOLS OF PASTORALIST WOREDAS, BORENA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19595 2025-10-13T12:35:28Z user-009

ASEGA ADOLA 2025-10-13 ABSTRACT: The main purpose of this study was to examine the teachers` participation in decision making in five selected secondary schools of Amaro special wreda, SNNPR. Specifically, the study was intended: to identify the level of participation of teachers` participation, to assess the area of teachers` participation, to find out the main factors that affect the participation of teachers and to suggest of improving teachers` participation in decision making in selected secondary schools of Amarowreda. The study employed a convergent parallel design. In conducting the research, mixed methods were employed. A total of 171 teachers, school leaders, PTA, WEO, and cluster center supervisors were participated in the study. From this 106 teachers were chosen from total 211 teachers by simple random sampling; 54 school leaders (department heads, unit leaders and principals) were selected by simple random sampling and comprehensive sampling respectably, 2 cluster center supervisors, 5 PTA chairman, and WEO were selected comprehensive sampling and simple random sampling respectably. Both closed-and-open ended questions were administered to 106 teachers and 54 school leaders. Interview was conducted with 5 PTA, 4 WEO managements and 2 cluster center supervisors. The data collected through questionnaire were entered into a computer software using SPSS (version 20) and analysis was performed using descriptive statistics like frequency, percentage and mean.,Some documents were also reviewed. While analyzing the data collected using tools like; frequency and percentage, mean score, standard deviation and t-test were presented in tables. According to the results of the analysis the extent of school planning, teachers` participation setting the mission, vision, core values and mechanism of supervising being prepared plan of school was low. The finding of this study indicates that the level of teachers` participation in the decision making in secondary school was inadequate, the extent of school budget and income generating; allocation of resources and means of incomes, concepts of financial planning, flow of expenditure were low and the school leaderships style was more affect teachers’ participation, low provision of timely information, inadequate use of teachers’ comment, suggestion, opinion, lack of inter relating among teachers and school leaders, the delegating authority and responsibility were less. https://zenodo.org/record/19595 10.20372/nadre:19595 oai:zenodo.org:19595 eng doi:10.20372/nadre:19594 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by EXAMINE THE TEACHERS' PARTICIPATION IN DECISION MAKING IN SECONDARY SCHOOLS OF AMARO SPRCIAL WOREDA info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19579 2025-10-13T12:26:06Z user-009

Alemayehu Mekonnen 2025-10-13 ABSTRACTS: The objective of this study was assessing the practice and challenge of community participation in secondary schools of Bale Zone. The research was conducted using mixed method designs called sequential explanatory design; where a design starts with collection and analysis of quantitative data and followed by the subsequent collection and analysis of qualitative data. Thus, the populations of the study were524 people and the sample of the study was188 which were 30% the population. The data for the study were gathered using three instruments such as document analysis, semi-structured interview and both open and close ended questionnaires. The gathered data were analyzed using both qualitative and quantitative techniques. The finding showed the community didn’t work in various areas of intervention such as keeping disciplinary problem, fulfilling library with sufficient books, chairs and tables and supply of chemicals and apparatus in the laboratory. This is inhibited by different factors such as the school management didn’t have produce action plan with collaboration of local community, lack of skill, lack of knowledge and poor understanding about their roles and responsibilities due to lack of training or insufficient training; lack of appreciation objectives of education; lack of time and poor economic status; reluctance, lack of commitment and willingness. This shows that there was no community’s involvement towards instructional improvement. Hence, the researcher concluded that these barriers have its own impact on the role of community in their instructional decision and improvement of the teaching learning process of secondary schools in Bale Zone. So, Secondary schools, WEO, and Zone education should create a program for sharing of experience to community members, teachers and principals to give them the chance to learn from other schools, woreda or zone who have a better performance in the participation of the community in the instructional improvement in Bale Zone secondary schools. https://zenodo.org/record/19579 10.20372/nadre:19579 oai:zenodo.org:19579 eng doi:10.20372/nadre:19578 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by PRACTICES AND CHALLENGES OF COMMUNITY PARTICIPATION TOWARDS IMPROVING INSTRUCTION IN SECONDARY SCHOOLS OF BALE ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19599 2025-10-13T12:36:49Z user-009

ASHENAFI FETO 2025-10-13 ABSTRACT: The main purpose of this study was to assess the contribution of community participation in the effectiveness of the management of secondary schools in Sidama zone. More specifically, the study gave emphasis to examine the participation of Community representatives(PTA and KETB) members’ on major functions of schools management in the study area; to investigate the contribution of Community (KETB and PTA) in teaching- learning process of the schools in the zone; to identify factors that affect the participation of community in secondary school management of the zone; and to explore relations to enhance effective participation of community in the study schools of the zone. A descriptive survey design was employed to carry out the study. The primary sources of the data were 60 PTA members, 60 KETB members, 33 secondary school principals and 12 secondary school supervisors. These respondents were selected by using availability sampling technique. Questionnaire was for PTA, KETB and principal and interview were for supervisors were used as data collection tools. Documents were also employed as data collection tools. The quantitative data were analyzed by using mean, standard deviation and t-test, while the qualitative data were analyzed by using content analysis. Accordingly, the finding of study revealed that most of the PTA and KETB members of secondary schools of Sidama Zone were not participating in the management of schools. These members did not have the awareness about their roles and responsibilities in the respective area. This was because they were not trained or oriented about their work before they were assigned to the work. The contribution of Community in the teaching learning process was also found low. Based on these findings, it was recommended that training should be given to principals, and PTA and KETB members with respect to community participation, conducting meetings at the right time and place, fostering the habit of experience sharing among schools, provide performance report to the larger community; and provide rewards for those who have better performance and replace by new members those who are passive participants in the school management. https://zenodo.org/record/19599 10.20372/nadre:19599 oai:zenodo.org:19599 eng doi:10.20372/nadre:19598 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by THE CONTRIBUTION OF COMMUNITY PARTICIPATION IN THE EFFECTIVENESS OF SCHOOL MANAGEMENT SECONDARY SCHOOLS IN SIDAMA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19593 2025-10-13T12:34:03Z user-009

ARARSO NADO 2025-10-13 ABSTRACT: The purpose of this study was to assess the school principals’ effectiveness in implementing school improvement program in secondary schools of sidama zone. To achieve this purpose the study employed explanatory research design along with quantitative and qualitative research method. For the study 16 secondary schools were included through simple random sampling. From these sample schools, 204 teachers were selected by using simple random sampling, while 48 principals and 10 supervisor were selected by using availability sampling, 16 school improvement committee and 10 woreda education office heads were included through purposive sampling. Quantitative were used as main tool of data collection. Interview was used to substantiate the data gathered through questionnaire. Frequency, percentage, mean, standard deviation, and independent sample t-test were employed to analyze quantitative data while narrative analysis approach was used to analyze qualitative data. The result of the study indicated that preparation, planning and implementation of school improvement program were not effective; overall effectiveness in implementing school improvement program was unsatisfactory or low. In addition, collecting of the necessary information in line with four school domains for the purpose of school improvement program implementation rated low; teaching and learning domain it was found that shortage of facilities, lack of techniques and monitoring and evaluation strategies of school improvement program were practiced to support school improvement program implementation was low. Therefore, the study suggests that school improvement committee members, supervisors, school leaders, and woreda and zone education office to promote practical involvement of all stakeholders by creating adequate awareness to implement school improvement program effectively. To achieve the intended objective of the program and it is better to recommend that woreda and zonal education experts, principals, teachers and researchers should suggest possible solutions for the problems that encounter the implementation of school improvement program in secondary schools. https://zenodo.org/record/19593 10.20372/nadre:19593 oai:zenodo.org:19593 eng doi:10.20372/nadre:19592 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by ASSESSMENT OF SCHOOL PRINCIPALS' EFFECTIVENESS IN IMPLEMENTING SCHOOL IMPROVEMENT PROGRAM IN SECONDARY SCHOOLS OF SIDAMA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19583 2025-10-13T12:27:54Z user-009

ALEMNESH BIRHANU 2025-10-13 ABSTRACT: The main objective of this study was to assess the effects of school culture in promoting teacher job performance in secondary schools of Borena Zone. The study is planned 5 woreda’s secondary schools of Borena Zone, by stratified simple random sampling techniques. To conduct this study a concurrent design with mixed method approach was employed. This study was focused to observe the studies the level of school cultures and identifies the dominant school culture in the current situation in secondary schools of Borena zone. Significance of the study might help the stakeholders strive to strengthen the current school culture for the areas of dominant characteristics, by filling the gaps and problem the researcher was treated questioners for 641students, 139 academic staffs, and 20administrative staff, interviews with 5school principals were conducted(include the sample). The data were analyzed using spss, percentage, mean, standard deviation, and one way ANOVA. The analysis began with checking all the filledin questionnaires. Finally, the findings showed that administrative staff, academic staff and student respondents perceived at each secondary schools in Borena Zone to be Clan culture in the current situation. It was concluded that in the current situation the schools in Borena Zone are a very personal places to work. Leadership in the schools was generally considered to exemplify mentoring, facilitating, or nurturing. The management style in the schools was characterized by teamwork, consensus, and participation. Therefore, it is recommended that each secondary school in Borena Zone ought to take different measures such as community participation on school issue, awareness creation, and policy revision to improve its both culture types https://zenodo.org/record/19583 10.20372/nadre:19583 oai:zenodo.org:19583 eng doi:10.20372/nadre:19582 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by EFFECTS OF SHOOL CULTURE IN PROMOTING TEACHERS JOB PERFORMANCE IN SECONDARY SCHOOLS OF BORENA ZONEOROMIA REGIONAL STATE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19601 2025-10-13T12:38:28Z user-009

ASHENAFI TESHOME 2025-10-13 ABSTRACT: The ineffective instructional leadership practices in school activities in one or other may affect the teaching-learning and the education system in general. Thus, this study aimed at assessing the instructional leadership effectiveness in secondary schools of Bale zone, Oromia Regional State. As a research design, the explanatory sequential design was employed. Then, the study applied mixed research method in order to build up the relation exists between the quantitative and qualitative methods. Data was gathered through questionnaire, interviews and document reviews. In Bale zone, there are 57 government secondary schools in which there are 1067 teachers, 57 school principals, and 23 supervisors. From this, 221 teachers were selected using stratified random sampling technique from 11 schools sampled proportionally from six randomly selected districts. And then, 57 school leaders (one principal, one vice-principal (except two Woreda which contributed each two) & three department heads from each sampled schools), six Woreda education experts (one from each sampled Woreda), six supervisors (one from each sampled Woreda) and three zonal education office members were taken. Out of the sampled teachers and school leaders, 213 and 48, respectively were the respondents who returned the questionnaire and incorporated in the study. Thus, totally 213 teachers, 48 school leaders and 15 education leaders were included in the study. Data obtained through questionnaires were analyzed using statistical tools like mean, average mean, standard deviation and independent sample t-test. Moreover, data gathered through interview and document analysis were considered to complement the questionnaires in narrative form. The main findings come out from this study were: the school leaders poorly play their roles as instructional leader in relation to setting the school vision and developing school mission; they were not effectively implementing supervision, monitoring and evaluating of instructional programs; they were less effective in promoting a conducive school learning climate, and they were not skillfully well qualified in order to play their roles as instructional leaders. Furthermore, the study revealed that there were insignificant roles of instructional leaders in teaching-learning process like building effective relationship, professional skill development, supportive and directive roles. Out of many challenges, the major challenges that secondary schools in the study area come across while trying to implement effective instructional leadership were lack of skills and training, lack of good cooperation and commitment for instructional improvement, lack of resource availability and budget allocation, and lack of vision, will and courage. Finally, to minimize and if possible to solve the problems, the WEOs, ZEO, NGOs and the region in collaboration with schools should give training for instructional leaders by arranging induction training for beginner leaders; preparing experience sharing programs and support leaders in doing action research, giving professional support to instructional leaders and teachers in order to improve their instructional limitations and develop their profession in general. https://zenodo.org/record/19601 10.20372/nadre:19601 oai:zenodo.org:19601 eng doi:10.20372/nadre:19600 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by secondary school, effectiveness, instructional leadership, professional development INSTRUCTIONAL LEADERSHIP EFFECTIVENESS IN SECONDARY SCHOOLS OF BALE ZONE, OROMIA REGIONAL STATE, ETHIOPIA info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19603 2025-10-13T12:40:08Z user-009

ASSEFA ABEBE 2025-10-13 ABSTRACT This study sought to investigate the practice and challenge of EMIS in the secondary schools of kaffa zone. The purpose of this study is to assess the practice and challenge of utilizing an educational management information system in government secondary schools of kaffa zone. The objectives of the study were: -finding out the extent to which ICT facilities were accessible to the school managers in government secondary schools of kaffa zone, find out the extent of use of EMIS in school management in secondary schools of kaffa zone and examining factor that affect the effective use of EMIS in school management in secondary schools. The study employed mixed approach research design. The target population in selected study area was 301 school teacher, 15 vice principal, 15 principal, 16 unit leader, and four woreda education officer. The sample size was 15 principals , 15 vice principal, 16 unit leaders, 106 school teacher, and 4 woreda education officer were the sample population in study area. The sampling techniques were used censure sampling for principals vice principals unit leaders and woreda education officers and simple random sampling for school teachers. Data was collected quantitatively through survey questions and qualitatively through interview, observation and document analysis at the same time. The data was analyzed by use of descriptive statistics (frequency , percentage, mean and standard deviation) and inferential statics which is independent sampling t-test. The significant level was set at alpha =0.05. The finding show that vice principals and department head teachers were not accessible for ICT facility for their managerial duties. School principals are accessible for ICT facilities at low extent for their managerial duties. The extent of using EMIS by stockholders/ woreda education officers, department head teachers and education management team at each hierarchy/ was found at low extent. The extent of EMIS development in the school was found at low extent. The skill training for woreda education officers, principals vice principals, department head teachers, and education management team at woreda and zonal level was at low extent. inadequate ICT facilities and infrastructures were found to be challenges for effective use of EMIS in school management. The study concludes that: the extent of data management process, the effective use of EMIS and development EMIS in school, were low. The skill gap in school leaders and stack holders in using EMIS and ICT in school management were challenges that affect the effective use of EMIS in school management. The absence of skill training , in adequate ICT facility and ICT infrastructure and power for using ICT were challenges of EMIS .Finally, to improve such challenges the study suggest zone education department to seek funding more to equip school with ICT facilities and infrastructure. Woreda education office and school cooperatively work to strengthen school community relation and plan and implement professional development. The school would plan and implement to strengthen EMIS development in the school. https://zenodo.org/record/19603 10.20372/nadre:19603 oai:zenodo.org:19603 eng doi:10.20372/nadre:19602 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by PRACTICES AND CHALLENGES OF EDUCATION MANAGEMENT INFORMATION SYSTEMS IN SECONDARY SCHOOLS OF KAFA ZONE info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:19607 2025-10-13T12:42:44Z user-009

ASSEFA HASHE 2025-10-13 ABSTRACT: The main purpose of the study was to investigate the practice and challenges of development and implementation of strategic plan in government secondary schools of Sidama Region. Accordingly, to achieve this objective explanatory sequential mixed method design was employed. Purposive and simple random sampling techniques were used to identify and select the major data sources of the study. Means; purposive sampling for school leaders, supervisors and woreda education office expert while, simple random techniques for teachers and school strategic planning team. The study included 31 school leaders (6 principals, 6 vice principals, 13 department heads, 6 unit leaders), 77 teachers, 9 school strategic planning teams( PTA and students), 5 school supervisors, 5 woreda education office expert as main data sources. Questionnaires, interview, focus group discussion and document analysis were major instruments used for data gathering. The quantitative data obtained through the above instruments were analyzed using descriptive statics (frequency, mean, standard division) and independent – sample t – test and qualitative data were analyzed qualitatively to substantiate the result of quantitative data. The finding of this study indicated that the existing practice of development and implementation of school’s strategic plan was poor due to: low participation of school’s strategic planning stakeholders (teachers, students, parents, and principals), poor monitoring and evaluation mechanisms, lack of commitment, conducting very poor SWOT analysis of school and lack of giving and taking feedback process. As a result it is concluded that:- lack of meaningful participation of stakeholders, inadequacy of strategic plan monitoring and evaluation, inadequacy assessment of school SWOT analysis was observed. Finally, it is recommended that the school leaders should enhancing stakeholders participation, the school leaders, supervisors, school strategic planning teams and woreda education office providing hierarchal strategic plan monitoring and evaluation system and school leaders take a core point about SWOT analysis methods that to be occurred. https://zenodo.org/record/19607 10.20372/nadre:19607 oai:zenodo.org:19607 eng doi:10.20372/nadre:19606 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by CHALLENGES OF STRATEGIC PLAN DEVELOPMENT AND IMPLEMENTATION IN SIDAMA REGION GOVERNMENT SECONDARY SCHOOLS. info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:24601 2026-03-27T11:39:12Z user-009

BEFKADU LEGESSE 2026-03-27 ABSTRACT: This research assessed teacher preparation programs (TPPs) and the quality of their implementation in the former Southern Nations, Nationalities, and Peoples' Region (SNNPR) of Ethiopia. In particular, it studied the views of diploma-graduate teachers, college instructors, and instructional leaders, with regard to in-college and out-of-college determinants. The study was developed based on a pragmatist paradigm and mixed-methods explanatory sequential design because the initial stage of the study (quantitative) used closed-ended questionnaires to collect data, and the second stage (qualitative) involved semi-structured interviews and document analysis to explore the topic. The sampling with the help of multistage sampling was conducted in relation to four regional teacher education colleges and their respective catchment zones. The analysis of quantitative data was performed with the help of SPSS (v.26) and SEM (v.3.1), and the analysis of qualitative data was subjected to thematic analysis. The results indicated that the in-college and out-of-college variables had a significant effect on teacher preparation program implementation quality, and their comparative effects were different. Strong internal predictors were instructional leadership and professional attitudes of diploma-graduated teachers, whereas competencies of implementing the curriculum and the complaint of educational materials were weak. Technology was the most influential positive factor, followed by political and economic drivers; in contrast, social factors exerted a significant negative effect. The mediation analysis revealed that internal factors especially that of leadership and teacher attitudes, only condensed the external pressures to some degree, which demonstrated moderate variance. The findings highlight the importance of systemic reform in order to make sustainable changes. Although development of leadership and teacher identity in colleges is very important, external factors like lack of technology, low funding and low social status of teaching prevails. In this regard, this study suggests specific technological investment, socio-economic revaluation of profession, profession-oriented leader development. Future studies should develop latent variables, regional comparison, and investigation of institutions that have overcome reform limits in order to shape national teacher preparation program policy at large. https://zenodo.org/record/24601 10.20372/nadre:24601 oai:zenodo.org:24601 eng doi:10.20372/nadre:24600 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by Teacher Preparation Programs (TPPs); Implementation Quality; Instructional Leadership; Technological and Socio-Economic Factors; Systemic Reform ASSESSMENT OF TEACHER PREPARATION PROGRAM AND ITS IMPLEMENTATION QUALITY IN THE SOUTH NATION, NATIONALITIES AND PEOPLES REGION TEACHER EDUCATION COLLEGES info:eu-repo/semantics/doctoralThesis publication-thesis

oai:zenodo.org:24599 2026-03-27T11:31:12Z user-009

Fita Ayalew Dehnie 2026-03-01 ABSTRACT: It has been more than three decades since the Ethiopian education and training policy has been in effect. Nonetheless, the outcome of the sub-sector remained far from meeting the quality of training and relevance of occupational skills demanded by employers. The purpose of this study was to explore the nexus between training delivery practices and graduates’ employability using a concurrent mixed research method in Polytechnic Colleges in Addis Ababa. Participants of the study were 148 trainers, 33 leaders, 372 graduates, and 42 employers, while the instruments used for data collection were a questionnaire, an interview guideline, and document review. The Polytechnic Colleges were purposefully selected because of the similarity of occupational areas they provide while graduates, trainers, leaders, and employers were selected by applying a probability sampling technique. Data were analyzed using descriptive (mean, percentage, and standard deviations), inferential (independent sample t-test, ANOVA, and correlation), and thematic analysis. The findings of the study indicated that the training environment in the Polytechnic Colleges was not equipped with the necessary training materials, and both training materials and cooperative training have a positive relation with graduates’ employability. Although employers have a better understanding of vocational education, graduates from the sub-sector were not their primary choices for employment for several reasons, including the incompetence of graduates, the requirement of additional training, and the graduates’ lack of holistic knowledge. Furthermore, the training delivery strategies that have been used by the Polytechnic Colleges were ineffective in improving the employability of graduates. The study is the first of its kind, as it incorporates data obtained from both the training providers (trainers and leaders) and industries (employers). The findings have significant implications for vocational providers, policy makers, and employers’ insights into maximizing return on investment in vocational education. https://zenodo.org/record/24599 10.20372/nadre:24599 oai:zenodo.org:24599 eng doi:10.20372/nadre:24598 url:https://nadre.ethernet.edu.et/communities/009 info:eu-repo/semantics/openAccess http://www.opendefinition.org/licenses/cc-by Ethiopian TVET, graduates' employability, Addis Ababa TVET, TVET, quality of training The Nexus between Vocational Education Delivery Practices and Graduates' Employability in Addis Ababa info:eu-repo/semantics/doctoralThesis publication-thesis