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Journal articles on the topic 'School principals – Ethiopia'

Author: Grafiati

Published: 23 July 2021

Last updated: 1 February 2022

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1

Gurmu, Tesfaye Gemechu. "Primary school principals in Ethiopia: Selection and preparation." Educational Management Administration & Leadership 48, no. 4 (2019): 651–81. http://dx.doi.org/10.1177/1741143219836673.

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The study is an explanatory qualitative research that seeks to investigate the processes of Ethiopian primary school principals’ selection and training for professionalising principals. The participants are seven faculty members, 11 school principals and five education officials. Data are collected through semi-structured interview, focus group discussion and document analysis that are analysed thematically. Findings of the study show that the denial of principalship to professional graduates and political affiliation lens are scenarios that inform principals’ selection for leadership position

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Sintayehu, Birhanu. "The Power Sources and Influences of Secondary School Principals in Eastern Ethiopia." International Journal of Learning, Teaching and Educational Research 19, no. 10 (2020): 115–33. http://dx.doi.org/10.26803/ijlter.19.10.7.

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This study aimed to critically examine the power sources and influences of school principals in secondary schools of Eastern Ethiopia. A descriptive survey research design was employed to carry out the study. The participants of the study were 145 teachers, 78 principals, and 41 supervisors who were selected by using stratified and random sampling techniques. The researcher adopted descriptive and inferential statistics to make sound interpretations of data. The results revealed that school principals were mostly used expert, legitimate, and reward sources of power. Likewise, school principals

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Edamo, Dawit Legesse, and Tshilidzi Netshitangani. "LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA." Problems of Education in the 21st Century 76, no. 5 (2018): 587–600. http://dx.doi.org/10.33225/pec/18.76.587.

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This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students' examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students, supervisors, p

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Kelkay, Asrat Dagnew, Aster Asrat, and Gebremedhin Fitsumbirhan. "Data-based decision-making practices in secondary schools of North Gondar, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 1 (2020): 36–48. http://dx.doi.org/10.18844/gjgc.v10i1.4564.

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The main purpose of this study was to examine data-based decision-making practices in secondary schools of North Gondar. Descriptive design was employed in the study. Data were collected from 14 principals, 28 vice principals and 78 department heads through a questionnaire which contained closed and open-ended items and from document analysis. Regarding the sampling of participants, systematic sampling was used for selecting the sample districts; principals and vice principals were selected using comprehensive sampling and purposive sampling were used to select the department heads. The result

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Arfasa, Aminu Jibril, and Jaffer Lola Dano. "School Administrators and Teachers Identification Mechanism of Students with Behavioral Problems in Secondary Schools: South West Ethiopia." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (2019): 854. http://dx.doi.org/10.18415/ijmmu.v6i3.940.

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The purpose of the study was to investigate school administrators and teachers identification mechanism of students with behavioral problems in secondary schools. The research method was descriptive survey method and quantitative research design was used. The researcher used both primary and secondary data as a source. The primary data was gathered through questionnaire while the secondary sources were from written documents. Study populations were school administers (school principals, vice school principals and unit leaders) and teachers of secondary school of south west Ethiopia. The sampli

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Mitchell, Rafael. "The implications of school improvement and school effectiveness research for primary school principals in Ethiopia." Educational Review 67, no. 3 (2014): 328–42. http://dx.doi.org/10.1080/00131911.2014.927829.

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Alemu, Birhanu Sintayehu, and Bahar Adem Abdillahi. "The Perceived Views of Principals and Supervisors towards Their Ethical Leadership in Some Selected Primary Schools of Eastern Ethiopia." Humaniora 11, no. 3 (2020): 183–92. http://dx.doi.org/10.21512/humaniora.v11i3.6524.

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The research’s objectives were to assess the extent to which principals and supervisors practice ethical code of conduct in leading teachers in primary schools, identify differences among leaders related to their personal characteristics, and identify immoral practices leaders experience in the schools. The research participants were 120 principals, 63 supervisors, and 62 teachers selected using stratified and available sampling techniques. The quantitative data obtained through questionnaire were analyzed by descriptive and inferential statistics. The findings of the research reveal that scho

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Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.

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A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 97

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Lola Dano, Jaffer, and Aminu Jibril Arfasa. "Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (2020): 184. http://dx.doi.org/10.18415/ijmmu.v7i1.1348.

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The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67%

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Kelkay, Asrat Dagnew. "Practice and challenges in provision of guidance and counselling services in secondary schools of South Gondar, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (2019): 1–13. http://dx.doi.org/10.18844/gjgc.v9i1.3859.

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The main purpose of the study was to assess the provision of guidance and counselling service in South Godar secondary schools. It was designed to study the types of service provided by service providers in South Gondar secondary schools and to investigate the attitude and awareness of Guidance & Counselling Committee (GCC) members, teachers, principals and students towards the usefulness of guidance and counselling services/programme. The study was conducted using a descriptive survey design from five secondary schools using questionnaires and interview as data gathering instruments. The

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Eromo Adillo, Amanuel, and Tshilidzi Netshitangani. "Principals’ leadership roles in transforming school culture for quality education in urban secondary schools in Ethiopia." Journal Of Gender, Information and Development in Africa SI, no. 2 (2019): 161–80. http://dx.doi.org/10.31920/2050-4284/2019/sin2a10.

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Geleta, Alemayehu Dugassa. "School Principals and Teachers’ Perceptions of Inclusive Education in Sebeta Town Primary Government Schools, Sebeta, Ethiopia." International Journal of Technology and Inclusive Education 8, no. 1 (2019): 1364–72. http://dx.doi.org/10.20533/ijtie.2047.0533.2019.0166.

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Tarekegne, Wudu Melese, and Mekuria Abebe Kebede. "Perceived Impact of Supplementary Private Tutoring on Students: the case of Upper Primary School Students." International Journal of Education 9, no. 4 (2017): 43. http://dx.doi.org/10.5296/ije.v9i4.10062.

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This study was aimed at assessing the perceived impact of supplementary private tutoring on upper primary school students of Ethiopia. To achieve this objective a cross-sectional survey research design was employed. Accordingly, four regions and one city administration were selected as sample regions by using simple random sampling method. Again from each region the capital town of each sample regions was selected as sample towns through purposive sampling technique. Then from each sample town three government and three private schools were selected by simple random sampling technique. Consequ

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Tsegaye, Misganaw Alene, and Birara Asnakew Moges. "Roles And Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia." Asian Journal of Humanity, Art and Literature 1, no. 1 (2014): 48–69. http://dx.doi.org/10.18034/ajhal.v1i1.282.

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This study examined the roles and challenges of secondary school instructional leadership for the achievement of student learning in some selected schools in the South Gondar, Ethiopia. The researchers used a descriptive research design of survey type and gathered data through questionnaire and interview. The sample of this study comprises; principals, unit leaders, teachers and students in eight secondary schools in the South Gondar Zone. Thus, one hundred seventy five (175) teachers, seventy five (75) instructional leaders (20 principals, 11 unit leaders & 44 department heads), two hundr

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Tuli, Dereje Mengistu, and Wudu Melese Tarekegne. "Parental Involvement in Secondary School Curriculum Implementation: The Case of East Wollega Zone, Ethiopia." Journal of Education and Research 9, no. 1 (2019): 28–45. http://dx.doi.org/10.3126/jer.v9i1.28821.

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This study assesses the practices of parental involvement in curriculum implementation in East Wollega Zone in Ethiopia. To this end, a cross-sectional survey was designed. The data were collected from randomly selected teachers, students, Parent-Teacher Association (PTA) members, school principals, parents and supervisors through questionnaires and interview. Then, the quantitative data were analyzed and interpreted through frequency and mean score and the qualitative data were coded and narrated thematically. The findings indicated that the involvement of parents in general secondary schools

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Semela, Tesfaye, and Logan Cochrane. "Education—Migration Nexus: Understanding Youth Migration in Southern Ethiopia." Education Sciences 9, no. 2 (2019): 77. http://dx.doi.org/10.3390/educsci9020077.

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The purpose of this study is to unravel the education–migration nexus in the African context, specifically Ethiopia. It examines why young people terminate their education to migrate out of the country. The study applies de Haas’ aspiration—capability framework and Turner’s macro, meso and micro sociology as its analytical lenses. It offers unique insight into the terrain of youth migration in southern Ethiopia based on empirical data obtained from two rural sub-districts known for high levels of youth out-migration. Data are generated based on interviews with would-be migrant youth, parents,

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Dagnew, Asrat. "Perceptions of Secondary School Principals, Teachers and Students on Quality Education, Bahirdar City: Ethiopia." British Journal of Education, Society & Behavioural Science 19, no. 3 (2017): 1–11. http://dx.doi.org/10.9734/bjesbs/2017/31367.

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Tezera, Debela. "Current Educational Practices from Multicultural Perspectives in Oromia Secondary Schools: Opportunities and Challenges." International Journal of Education and Literacy Studies 8, no. 3 (2020): 1. http://dx.doi.org/10.7575/aiac.ijels.v.8n.3p.01.

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The purpose of this study is to examine the current educational practices from multicultural perspective in secondary schools of Eastern Wollega Zone, Oromia, Ethiopia. To realize this, survey method was adopted to collect data from 5 experts, 10 principals, 51 teachers, and 102 students. The students were select randomly by using simple random sampling techniques while experts, principals, and teachers were selected by the availability sampling method. Questionnaires and interviews were used for data collections. The collected data were analyzed by frequencies, percentages, and narration of w

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Tadele, Kasahun, and Mitiku Bekele. "Practices of Primary Schools Cluster Supervision: The Case of Jimma Town Primary Schools in Ethiopia." European Scientific Journal, ESJ 13, no. 17 (2017): 124. http://dx.doi.org/10.19044/esj.2017.v13n17p124.

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The purpose of the study was to investigate the Practices of Cluster Supervision in Jimma town primary schools. To achieve this purpose, descriptive survey research design was employed as it helps to describe the status of the cluster supervision. Accordingly, 11 primary schools were selected by using stratified sampling technique from five Cluster Resource Centers (CRCs). From the 11 primary schools 126 teachers were selected using simple random sampling technique to represent the population. Moreover, 26 school principals, 5 CRC supervisors, and 1 Education Office Supervision Coordinator wer

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Labiso, Tafano Ouke. "An Analysis of the Status of women Leadership in Education Sector of the catchment areas of Wolaita Sodo University." Advances in Social Sciences Research Journal 6, no. 9 (2019): 186–212. http://dx.doi.org/10.14738/assrj.69.7095.

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The purpose of this study was to investigate causes for the underrepresentation of women in top positions of the education sector of the catchment areas of Wolaita Sodo University. Hence, to realize this purpose, secondary school teachers, principals of secondary schools, and supervisors of all levels, and heads of education offices and departments of Dawro and Wolaita administrative zones were used as the target population. In order to make the study manageable, the sample secondary schools teachers were selected by simple random sampling technique, and principals and supervisors were selecte

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Dabesa, Fekadu, and Shireye Fekadu Cheramlak. "School Leadership Effectiveness and Students’ Academic Achievement in Secondary Schools of Guraghe Zone SNNPR." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 2 (2021): 1–26. http://dx.doi.org/10.47631/mejress.v2i2.161.

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Purpose: The main purpose of this study was to assess the school leadership effectiveness and students’ academic achievement in government secondary schools’ of Guraghe Zone, SNNPR, Ethiopia. Methodology/Approach/Design: Co-relational research design and a quantitative research method were employed. The sample size included 225 secondary school teachers, principals, head departments and 2298 students’ grade ten national examination results from 10 public secondary schools. Both primary and secondary data were used for this study. Results: The results showed that there is a positive and signifi

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Dagnew Kelkay, Asrat. "School principals’ and supervisors’ leadership practices in teachers’ continuous professional development program: in secondary school of Bahir Dar city, Ethiopia." International Journal of Leadership in Education 23, no. 4 (2018): 415–27. http://dx.doi.org/10.1080/13603124.2018.1524933.

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Eyasu, Nahom. "Causes of Grade Nine Students’ Grade Retention in General Secondary Schools of Dabat Woreda in North Gondar, Ethiopia." International Journal of Education and Literacy Studies 5, no. 2 (2017): 84. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.84.

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One of the great problems of Ethiopia for the educational arena is retention. Averagely 8.07% of each year of the secondary education students is repeated due to lack of achievement in this country. The percentage of retention in a country shows what proportion of students is regularly repeated in the same grade and who are, therefore, committing different crimes and misbehaved behaviors. Grade retention predicts many negative student outcomes: the frustration and humiliation associated with repeating the curriculum, combined with one’s physical size, may result in an increase in aggression an

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Arfasa, Aminu Jibril, and Fisseha Mikrie Weldmeskel. "Practices and Challenges of Guidance and Counseling Services in Secondary Schools." Emerging Science Journal 4, no. 3 (2020): 183–91. http://dx.doi.org/10.28991/esj-2020-01222.

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The purpose of this study was to examine the practices and challenges of guidance and counseling services in southwest Ethiopia secondary schools with the intention of understanding the state of secondary school guidance and counseling and forward improvement options to student service. The study employs a descriptive survey design that involves quantitative and qualitative research methods. The study participants were 392 students and 108 teachers who were selected from the secondary schools of southwest Ethiopia by systematic random sampling. Moreover, 8 counselors, 8 principals, and 8 educa

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Abeshu, Getachew, and Abdulfettah Muzemil. "Psychosocial Intervention for Students with Disabilities in Identified Primary Schools of South Western Ethiopia." International Journal of Multicultural and Multireligious Understanding 7, no. 1 (2020): 598. http://dx.doi.org/10.18415/ijmmu.v7i1.1403.

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The main purpose of this study was conducting psychosocial intervention/training to selected schools of South Western Ethiopia. Three school principals, teachers of students with disabilities in the integrated classrooms, parents of the same and selected students with disabilities involved in the training conducted at their respective schools. The intervention study involved ecological perspectives of approaching the individuals’ responsible assisting students with disabilities. Participants were selected purposively from each category where manual of training was employed for three groups: st

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Dagnew, Asrat, and Aster Asrat. "Survey of mentors’ roles in guiding and supporting novice teachers in Dangila district elementary schools, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 2 (2019): 80–89. http://dx.doi.org/10.18844/gjgc.v9i2.4303.

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The purpose of this study was to assess the roles and responsibilities of mentors in guiding and supporting novice teachers in primary schools of Dangila district. In doing so, an attempt was made to answer the basic questions; Do mentors guide and support novice teachers effectively? What are the conditions that affect the mentoring relationship between mentors and novice teachers? Is there a healthy relationship between mentors and novice teachers? And what are the major problems facing novice teachers? The method used to conduct this study was descriptive survey. Fourteen primary schools in

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Mola, Sewagegn, and Asrat Dagnew Kelkay. "The status of teachers’ motivation and process of quality education: The case of primary school teachers, Ethiopia." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 1 (2020): 01–11. http://dx.doi.org/10.18844/gjgc.v10i1.4448.

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The purpose of this study was to investigate the status of teachers’ motivation and process of quality education in primary schools of Ethiopia. A descriptive survey was employed to achieve this purpose. Among the 40 government primary schools found in Banija District, 12(30%) were taken as a sample by using the simple random sampling technique. A sample size of 119 teachers was selected by using the systematic random sampling technique. 12 principals were also purposively included in the study. The instruments of data collection were questionnaire and interview. The data gathered through clos

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Tefera, Bonsa Shume, and Aschalew Terefe Refu. "Orphan Children’s School Performance, Hindering Challenges and the Role of the School (In The Case Of Some Selected Primary Schools in Iluababor Zone, Ethiopia)." International Journal of Multicultural and Multireligious Understanding 6, no. 3 (2019): 314. http://dx.doi.org/10.18415/ijmmu.v6i3.582.

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The study investigated Orphan Children’s School Performance, Hindering Challenges and the Role of the School in primary schools of Ilubabor zone. In this study descriptive survey design with mixed method was employed. The primary source of the data were 50 orphan children’s, 50 non orphan children’s, 70 subject matter teachers, seven school principals and were selected using simple random sampling and purposive sampling techniques respectively. Questionnaire, interview, observation and class test were major data gathering tools in this study. The collected data were analyzed quantitative using

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Beyessa, Feyera. "Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia." International Letters of Social and Humanistic Sciences 32 (June 2014): 118–34. http://dx.doi.org/10.18052/www.scipress.com/ilshs.32.118.

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The main purpose of this study was to explore the factors that affect grade10 students‟ academic achievement in science education at Ilu Aba Bora Zone of General Secondary Schools. To attain this objective, descriptive survey research method was employed. The subjects of the study were 360 (172 male and female 155 students, 25 science teachers, 2 laboratory technicians and 6 school principals). Stratified sampling followed by simple random sampling (lottery method) technique was employed to select the sample students, purposive sampling technique was used to select the schools and availability

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Wondimtegegn, Fikremariam Yirgu. "Authentic ELT Material Adaptation: Drawbacks, Prevalence and Solutions: The case of Wolkite University community school, Wolkite, Ethiopia." International Journal of Scientific Research and Management 8, no. 01 (2020): 597–606. http://dx.doi.org/10.18535/ijsrm/v8i01.sh03.

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This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation of authentic ma

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Melesse, Solomon, and Kassa Gulie. "THE IMPLEMENTATION OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT AND ITS IMPACT ON EDUCATIONAL QUALITY: PRIMARY SCHOOLS IN FAGITA LEKOMA WOREDA, AWI ZONE, AMHARA REGION, ETHIOPIA IN FOCUS." Research in Pedagogy 9, no. 1 (2019): 81–94. http://dx.doi.org/10.17810/2015.93.

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This study examined the extent to which Primary Schools of Fagita Lekoma Woreda implement teachers’ CPD and its impact to quality in education. Data were collected from teachers, school principals, and woreda education office supervisors. Questionnaire and interview were used as the data gathering tools of the study. The quantitative data was analyzed using percentage and one sample t-test. The qualitative data was analyzed via thematic description. The findings confirmed that the respondents’ level of agreement regarding the implementation of teachers’ CPD was found significantly greater than

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Ramesh, R., and Azanaw Abebe. "Has Economic Growth Contributed to Human Development in Ethiopia?" Journal of Asian and African Studies 51, no. 6 (2016): 641–55. http://dx.doi.org/10.1177/0021909614555348.

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This study explores the reflection of recorded economic growth on human development in Ethiopia. The principal puzzle the study unravels is if there is a positive co-variance between per capita income levels and achievements made in life expectancy, educational attainments and reduction in the levels of income poverty in the past decade. To put Ethiopia in a comparative perspective we have attempted to contrast Ethiopia with some of the Eastern African countries. The results of this exercise show that economic growth made in Ethiopia has contributed to human development. Income, life expectanc

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Alajib, Abdlmuhsin Hassen, Gara Latchanna, and Bimeswara Kannababu D.D. "Principals’ Instructional Leadership Practices in Public Secondary Schools of Ethiopia: A Study of Public Secondary Schools in Benishangul-Gumuz Regional State (BGRS)." RESEARCH REVIEW International Journal of Multidisciplinary 5, no. 11 (2020): 135–39. http://dx.doi.org/10.31305/rrijm.2020.v05.i11.027.

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Dessalegn, Feyisa, Ferede Bekalu, and Amsale Frew. "Principals perceived leadership effectiveness and its relationship with academic achievement among students in secondary school: The Ethiopian experience." Educational Research and Reviews 11, no. 12 (2016): 1129–37. http://dx.doi.org/10.5897/err2015.2617.

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Gedfie, Mebrat, and Dawit Negassa. "The Contribution of Cluster Resource Centers for Inclusion: The Case of Atse Sertse Dingil Cluster Primary School, Ethiopia." International Journal of Education and Literacy Studies 7, no. 2 (2019): 31. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.31.

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The purpose of this study was to assess the contributions of cluster resource centers in the implementation of inclusive education of children with special educational needs, and more specifically visually impaired children in Atse Sertse Dingil Cluster Primary School. A qualitative approach with case study design was used to elicit the required information from the principal, itinerant teacher, regional advisor and regular teachers. The study involved seven participants. The data collected through semi-structured interview guide and document review was analyzed thematically. Findings indicate

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Tarekegne, Wudu Melese, and Addisu Kumsa Megersa. "Preschool curriculum implementation in Ethiopia: The case of selected woredas preschools." Cypriot Journal of Educational Sciences 14, no. 2 (2019): 178–89. http://dx.doi.org/10.18844/cjes.v14i2.3882.

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The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children’s development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods,

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Yitbarek, Kiddus, Sarah Hurlburt, Terje P. Hagen, et al. "Inequitable Utilization of Neonatal Health Services in Southwest Ethiopia: The Effects of Socioeconomic Disparities." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 58 (January 2021): 004695802110182. http://dx.doi.org/10.1177/00469580211018290.

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Low levels of neonatal health services utilization and high neonatal deaths are often concentrated among socially and economically disadvantaged groups, especially in low-income countries. Therefore the aim of this study was to assess inequity in the use of neonatal health services in Southwest Ethiopia. A community-based cross-sectional study was conducted in 8 districts located in Jimma Zone, Southwest Ethiopia from 19 March to 28 April 2018. A total of 835 mothers were included in the study with systematic random sampling. Principal component analysis was conducted to develop wealth quintil

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Woldegerima, Eden, Abebe Genetu Bayih, Yalewayker Tegegne, Mulugeta Aemero, and Ayalew Jejaw Zeleke. "Prevalence and Reinfection Rates of Schistosoma mansoni and Praziquantel Efficacy against the Parasite among Primary School Children in Sanja Town, Northwest Ethiopia." Journal of Parasitology Research 2019 (April 24, 2019): 1–8. http://dx.doi.org/10.1155/2019/3697216.

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Background. Schistosomiasis is among the most widespread chronic infections in the world. The magnitude of the infection may show variations across different areas with respect to time. Praziquantel is a first line drug of choice for the treatment of schistosomiasis although its low cure rate has been reported in different parts of the world. Thus, an assessment of the magnitude of the diseases, the efficacy of currently available drugs, and reinfection rates is crucial. Objective. Our principal objective is to determine the prevalence and reinfection rates of Schistosoma mansoni and to evalua

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Berhanu, Girma. "Parenting (Parental Attitude), Child Development, and Modalities of Parent-Child Interactions: Sayings, Proverbs, and Maxims of Ethiopian Jews in Israel." Journal of Cognitive Education and Psychology 5, no. 3 (2006): 266–87. http://dx.doi.org/10.1891/194589506787382422.

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The author presents and discusses typical (traditional) modalities of parent-child interaction based on proverbs, sayings and maxims, and on participant observation, informal talks, and personal experience working with Ethiopian Jews in Israel. Although the author’s assumptions are clear that there is no direct causal link between a single proverb/saying and the behavior associated with it, he also assumes that all the tens of sayings presented combined with the relevant ethnographic data may reveal some patterns of the psychological theories of the caretakers and something of their “native” t

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Bikila, Tesfaye Shibiru, Nagasa Dida, Gizachew Abdissa Bulto, Bikila Tefera Debelo, and Kababa Temesgen. "Adolescents’ Communication on Sexual and Reproductive Health Matters with Their Parents and Associated Factors among Secondary and Preparatory School Students in Ambo Town, Oromia, Ethiopia." International Journal of Reproductive Medicine 2021 (March 16, 2021): 1–11. http://dx.doi.org/10.1155/2021/6697837.

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Background. Sexual and reproductive health (SRH) communication is most likely to promote healthy sexual practices and to reduce risky sexual behavior among adolescents. Communication is the principal means for parents to transmit sexual values and knowledge to their children. Although there are few studies conducted on parent-adolescent communication, there is no study conducted in the town of Ambo. This study was aimed at assessing the level of parent-adolescent communication on SRH issues and its associated factors among school students in Ambo town, Oromia, Ethiopia. Method. An institution-

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Asnake, Deres, and Metadel Adane. "Household latrine utilization and associated factors in semi-urban areas of northeastern Ethiopia." PLOS ONE 15, no. 11 (2020): e0241270. http://dx.doi.org/10.1371/journal.pone.0241270.

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Background Latrine utilization is the actual behavior in a practice of regularly using existing latrines for safe disposal of excreta. Latrine utilization is a common problem in semi-urban areas of developing countries, including Ethiopia. Since the status of latrine utilization and associated factors among semi-urban areas of northeastern Ethiopia, including Alansha in South Wollo Zone is unknown, local data is needed in order to assess the need for planning of intervention programs for the improvement of latrine utilization to support consistent and sustained latrine utilization. This study

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Melesse, Solomon, and Mulu Melesse. "Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia." Indian Journal of Health and Wellbeing 11, no. 01 (2020). http://dx.doi.org/10.15614/ijhw.v11i01.15.

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The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the superviso

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Abraha, Mollaw, Asrat Dagnew, and Amera Seifu. "Gender Responsive Pedagogy: Practices, Challenges & Opportunities - A Case of Secondary Schools of North Wollo Zone, Ethiopia." Journal of Education, Society and Behavioural Science, May 8, 2019, 1–17. http://dx.doi.org/10.9734/jesbs/2019/v30i330128.

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The purpose of the current study was to examine the general secondary school (GSS) science teachers’ gender responsive pedagogy (GRP) implementation status. To do so, descriptive survey research design was employed. Teachers, department heads and school principals were taken as respondents of the study comprehensively. And students were also participants of the study conveniently. Questionnaire, interview, and focus group discussion (FGD) were considered as the principal data collection tools. The collected data was analyzed both qualitatively and quantitatively: the data collected through que

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"Improving School Leadership: Principals Orientation and Culture in Primary Schools of Ambo Town, Oromia Regional State, Ethiopia." International Journal on Studies in English Language and Literature 5, no. 6 (2017). http://dx.doi.org/10.20431/2347-3134.0506002.

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Tsegaye, MA, and RJ (Nico) Botha. "Empowering secondary-school principals in Ethiopia to perform their instructional leadership roles more effectively." Tydskrif vir Geesteswetenskappe 60, no. 3 (2020). http://dx.doi.org/10.17159/2224-7912/2020/v60n3a12.

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Tsegaye, MA, and RJ (Nico) Botha. "Empowering secondary-school principals in Ethiopia to perform their instructional leadership roles more effectively." Tydskrif vir Geesteswetenskappe 60, no. 3 (2020). http://dx.doi.org/10.17159/2224-7912/2020/v60n3a12.

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Wakwoya, Fanta. "Human Resource Management Practice and Teachers’ Job Satisfaction: The Case Study of East Wollega Zone Secondary Schools, Western Ethiopia." Asian Journal of Education and Social Studies, October 22, 2020, 9–19. http://dx.doi.org/10.9734/ajess/2020/v12i130301.

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Introduction: Human resource management is the most important function in any organization; because it is related with the responsibility of using resources for the purpose of achieving the goals of the organization. Thus, the main purpose of this study was to investigate the relationship between Human Resource Management Practice and Teachers’ Job Satisfaction in government Secondary Schools. Methods: The research design for this study was correlation research. Both quantitative and qualitative research approach was used. Data was collected through questionnaire and interview. Responden

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Tsegaye, Misganaw Alene. "The Practice of Educational Leaders to Empower Secondary School Principals in the Amhara Region, Ethiopia." International Journal of Humanities & Social Studies 7, no. 1 (2019). http://dx.doi.org/10.24940/theijhss/2019/v7/i1/hs1901-054.

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"Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers." Perspectives in Education 39, no. 1 (2021). http://dx.doi.org/10.18820/2519593x/pie.v39.i1.12.

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Wasonga, Teresa A., and Menber E. Yohannes. "Leadership styles and teacher job satisfaction in Ethiopian schools." Educational Management Administration & Leadership, September 24, 2021, 174114322110416. http://dx.doi.org/10.1177/17411432211041625.

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This quantitative study investigated the relationship between leadership styles and teacher job satisfaction in Ethiopia, based on teacher perceptions. The multifactor leadership theory also known as full range leadership theory and work adjustment theory provided the theoretical framework to explore the relationship. Analysis of data yielded three major findings: (1) while the practice of transformational leadership was significantly lower, the practice of laissez-faire was significantly higher than international benchmarks; (2) teacher job satisfaction was low and significantly lower among m

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