Institute of Pedagogical Sciences

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    THE PRACTICE OF COMMUNITY PARTICIPATION IN SCHOOL GOVERNANCE፡THE CASE OF SECONDARY SCHOOLS IN CENTRAL ZONE OF TIGRAY REGIONAL STATE
    (Mekelle University, 2025-02-28) YONAS TSEHAYE
    The objective of the present study was to investigate the practice of community participation in school governance-in case of secondary schools in Central Zone of Tigray Regional State. Descriptive survey design was applied using both quantitative and qualitative approaches. A total of 217 participants were computed using Abera, (2013) principle and were taken with a combination of purposive and simple random sampling techniques. Pretested Data were gathered using Questionnaire and interview and was analyzed using percentage and mean calculated through SPSS using likert scales. The finding of the current study highlights that the participation of community representatives in instructional programs was not encouraging. However, the community participation was challenged by number of factors like Poor economic background of community representatives; lack of skill, knowledge and poor understanding of their roles and responsibilities of community representatives and negative attitude of the principals towards participation of community, lack of well-developed school rules, regulation, norms and no appropriate strategy for the school to encourage and provide community services, information about school management, Low teacher commitment. Therefore, the school principals of the study area must developed basic ground school rules, regulation and appropriate strategy that leads school communities’ to participate in their school management.
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    FACTORS AFFECTING TEACHERS’ JOB MOTIVIATION IN SELECTED SECONDARY SCHOOLS IN THE CENTRAL ZONE OF TIGRAY
    (Mekelle University, 2023-12-28) TSIGE AMARE
    The purpose of this study was to assess the factors affecting teachers‟ job motivation in secondary school of central zone of Tigray. Descriptive research design along with mixed method was employed. A total of 150 respondent (10school leaders 16 PTA members, 1supervisor, 1education office leader and 122 teachers respectively) were participated in the study. All teachers were selected through available sampling method whereas the school leaders were selected through available and purposive type of sampling methods because all were participated and considered as better sources of information about the teachers‟ job motivation area. The PTA members simple random, Supervisor and WEO leader were also other respondents selected purposely because of time limitation .Quantitative and qualitative data were collected through questionnaires from respondents (both school leaders and teachers), document analysis, and checklist for school principals, focus group discussion with PTA members and an interview from school leaders, Woreda office leader and supervisor was also part of data collection for the study. Using SPSS version 22, quantitative data were analyzed using descriptive statistics such as frequency, percentage, and inferential statistics Test while the qualitative data were analyzed using content analysis approach. Finding of the study revealed that poor school leadership in terms of motivating, giving recognition and authority, and applying experience exchange to each other for teachers. Low communities‟ awareness about teachers‟ value like lack of training, lack of good relation between community and schools, low school facilities on quality and quantity writing school materials, poor reward system that can not cover or balance the performance of teachers‟ activities indifferent situation, lack of school reward measurement. Again, low salary, and low training opportunity from different concerned stake holders and governmental as major factors that affect teacher’s motivation in the zone. As alternative strategies it is founded that improving policy instrument, developing inclusive reward system, strengthening communities relationship, creating participative school leadership and creating safe and healthy school environment to enhance teachers job motivation in secondary schools. The major conclusions of the study were: the findings of the study showed that teachers‟ motivation in the secondary schools of the selected woredas in central zone was at low level. Besides, major factors that affect teachers‟ job satisfaction in secondary schools of central zone woredas include low salary, poor school leadership, and low communities‟ awareness about teachers‟ value, low school facilities, poor reward system and low training opportunity.
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    THE ESSENCE OF DROPOUT STUDENTS IN SECONDARY SCHOOLS OF GULOMEKEDA WOREDA, TIGRAY REGION
    (Mekelle University, 2024-06) SOLOMON ABRHA
    The main objective of this study was to assess the magnitude and trends of students’ dropout, to identify the major factors and measures to be taken to minimize students’ dropout in secondary schools of Gulomekeda woreda. The researcher used a descriptive survey design. The instruments of data collection of this study were questionnaire, document analysis and interviews, to provide enough information from participants of the study to attain the research objectives. Data was collected from hundred teachers, ten vice principals, and eight principals through questionnaires. Stratified random sampling was used to select teachers’ respondents from both males and females and convenience sampling was applied to select vice principals and principals. Structured interview was carried out with two supervisors and twenty four parents. The data collected from questionnaires were analyzed and interpreted by frequency, percentage and mean. While, the data obtained from documents and interview were analyzed using frequency and percentage. Findings of the study showed that trends of students’ dropout of Gulomekeda woreda secondary schools has been increasing from time to time. Dropouts of grade nine students were the worst when it was compared with other grade levels of secondary schools. The major factors that influence students to dropout were the result of in-school and out-school related factors. among the in school related factors; un conducive school environment, low expectation on the future success, school distance from home, lack of students management, reputedly absenteeism from school, inappropriate relationships between teachers and students, weak relationship among stakeholders and disciplinary problems were among the major causes. Regarding out-school factors; drought and/or famine, early marriage,, migration, family divorce, parents need child labor, peer group influence, lack of material and financial support and students involvement in income generating activities among the major cultural, social and economic identified factors. Depending on the results of findings, the study recommended that, creating awareness on the society on the value of education, stakeholders to participate in school affaires and working effectively for making conducive school environment. school leaders related with stakeholders should give continuous advising and counseling to students on their economic, social and psychological problems a student who is under risks of dropping out could get advantage and change their idea of dropping out of school, the government should open at least one secondary school in each rural area of elementary school cluster center to reduce distance; schools those who have succeeded in reducing dropout of students should share their best experiences and they should be rewarded by providing incentives based on their performance. The government collaborates with nongovernmental organizations (NGO’s) and other voluntaries should provide school feeding program in all secondary schools of the study area.
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    INSTRUCTIONAL SUPERVISION ROLE OF PRINCIPALS AND ITS` INFLUENCE ON STUDENTS’ ACADEMIC ACHIEVEMENT IN GOVERNMENT SECONDARY SCHOOLS OF WOLKAIT WOREDA
    (Mekelle University, 2025-02-28) SEARE LEGESSE
    The purpose of the study was to determine “instructional supervision role of principals and its influence on students’ academic achievement in governmental public secondary schools of Welkait woreda”.The study used both mixed method which were qualitative and quantitative approaches. Quantitative approach was used to collect data about magnitudes of numeric amounts and qualitative approach was used to collect data of perceptions by using narrative methods. The design of the study was descriptive survey stressing standard sets of tools such as questionnaire, interview and document analysis to triangulate the data from many sides of the evident sources. The data of questionnaire was performed by using tallied system tabulating its scores and the scores were entered in to SPSS software using version20 to analyze by using mean. Independent sampling ttest of inferential statistics was used. Interview was analyzed using statements taking common collective ideas from the interviewees. Finally, documents were checked according to the prepared questions of check lists and the data was analyzed as a summarized point in the form of narration or statement to crosscheck past event of instructional supervision role of principals conducted in secondary schools. The samples included in the study were: 207 in number whom were sampled from the population of students, teachers, principals, vice principals’ department heads and cluster supervisor. The samples were taken by purposive, comprehensive, stratification and systematic randomization way of sampling. Finding of the study was: the role of principals’ instructional supervision has influence on students’ academic achievement. Conclusion of the study shows that when the role of principal increases, student achievement also increases. If the role of principal decreases, student achievement decreases. Thus, achievement is dependent variable and principals’ role is independent variable. Knowledge gravity is mind of the students and students are academic beneficiary of the curriculum. Again, principal is a center of experience but not source of experience this shows a principal gathers experience from teachers and shares to teachers. In addition of this, supervision is not the end of principals’ role rather it is a means to student achievement. Thus, student employment is outcome of supervisory role. Challenges released by respondents as examples were: administrative supervision and instructional supervision were conducted in once period of supervising time as mixed work and complex to give feedback for those together. Recommendation about the problem was; instructional supervision should be separated from administrative task during academic supervisor to give sufficient feedback to teachers to share best experience conducting individual and collective feedback using the role of principals focusing on students’ academic achievement. Again, individual feedback of teachers can minimize supervision resistance than giving collective post supervision feedback.
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    ASSESSING THE STATUS OF INTERNAL EFFICIENCY IN PUBLIC SECONDARY SCHOOLS OF CENTRAL ZONE OF TIGRAY, NORTHERN ETHIOPIA
    (Mekelle University, 2025-01-28) SEMERE MESERET
    The purpose of this study was to assess the status of internal efficiency in public secondary schools of Central zone, Tigray regional state. A descriptive survey method was employed and both primary and secondary data sources were used. As primary sources data were collected from 128 sample students, 64 sample teachers, 5 principals, and 5 PTSA of sample schools. In addition, document reviewed including records that show the enrolment, repetition and promotion of students at different years, at each sample schools were also used as secondary sources. With regard to the sample and method of sampling, available, purposive, strata and simple random sampling methods were also used. In order to collect data, four data collection instruments were used: questionnaire, interview, document analysis and observation checklists. To analyze data, mixed approaches were used. Quantitative data collected through questionnaire was analyzed by using mean scores, frequency, percentage and independent t-test analysis were used to compare the significance difference of students’ and teachers’ responses from SPSS version 20. The study found by reconstructed cohort analysis showed that 69.93 coefficient of efficiency and average promotion rate was 94.25%, repetition rate was 3.81%, and dropout rate was 1.94 at fluctuating trend which is not persistent or consistent. Zonal trends of secondary education in relation to educational wastage of school have indicated that oscillating from years to years. Repetition trend of females in the sampled woredas were higher than male counterpart as of the zonal trend. But in some years, females’ dropout rates in all of the given grades were partially equivalent to boys. The researcher concluded that the trend of dropout rate at zone, woredas and sampled secondary schools were highly characterized by ups and downs that could be major problem to zonal. Based on the research findings the researcher identified many causes and factors for repetition rate and dropout rates, such as school related factors, parental related factors, principals related factors, teachers related factors, student related factors, and teachinglearning related factors were the main problems of dropouts and repetitions rates respectively. School based factors began with the school mapping process. When the schools were established, all school sites were selected by local leaders rather than experts. Regarding the principals practice of roles; usually focus on urgent meeting and ordering, gathering data, evaluating and reporting by themselves. Principals should reevaluate how education wastage is managed and deployed to make sound influence over subordinates to tackle students’ dropout and repetition. To solve the problems, the researcher recommends, actions to enhance parents’ literacy and parents’ awareness program and enhance school resources and facilities. Besides, school administrators have to be committed to work hard, with families of the students, teachers and communities to provide persistent follow up, creating conducive school environment, providing guidance and counseling services and play roles to increase enrollments, and promotion and decrease repetitions and dropouts respectively. Finally, the Ministry of Education, Regional Educational Bureau, Woreda Education Offices, donors and schools in collaboration with responsible leaders at different levels of authorities have to work in collaboration and provide close follow up and support to secure a consistent increasing trend toward school efficiency.
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    PERCEPTION, PRACTICE AND CHALLENGES OF SECONDARY SCHOOL TEACHERS IN INBUILT SUPERVISION IN SOUTHERN ZONE OF TIGRAI
    (Mekelle University, 2024-07-25) NIGUS NEGA AYELE
    This study aimed to assess the perceptions, practices, and challenges of secondary school teachers regarding inbuilt supervision in the secondary schools of the Southern Zone of Tigrai. Specifically, it sought to gain an in-depth understanding of teachers' and school leaders' experiences with inbuilt supervision. A mixed-methods research design was employed, integrating both quantitative and qualitative data. Convenient sampling was used to select four woredas, while simple random sampling was applied to select four secondary schools and 128 teachers (81 males and 47 females). Additionally, a purposive sampling technique was used to select four male principals and 28 department heads (21 males and 7 females). Data were collected through questionnaires, focus group discussions, document analysis, and interviews. The collected data were analyzed using descriptive statistics, including frequency, percentage, mean, and grand mean, and further examined through a paired sample t-test to determine significant differences between teachers’ perceptions and actual practices of inbuilt supervision. The findings revealed that school leadership-related factors were the primary challenges affecting inbuilt supervision practices. These included a lack of commitment and motivation among school leaders, insufficient technical expertise (knowledge and skills), limited emphasis on inbuilt supervision, and inadequate follow-up mechanisms. Teacher-related factors were identified as the second major hindrance, with teachers exhibiting low levels of commitment, motivation, and interest, primarily as a result of leadership deficiencies. Based on these findings, the study recommends raising awareness among stakeholders about the importance of inbuilt supervision and providing targeted capacity-building training programs for school leaders to enhance their effectiveness in supervision practices.
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    TEACHERS’ ATTITUDE TOWARDS TEACHING PROFESSION IN SECONDARY SCHOOLS OF TAHTAY KORARO, TIGRAI REGIONAL STATE
    (Mekelle University, 2025-02-28) NBUY BELAY
    This study aims to assess teachers' attitudes toward the teaching profession in secondary schools within Tahtay Koraro Wereda. Using a descriptive research design, a mixed-methods approach was employed, integrating both quantitative and qualitative data collection techniques. Primary data were obtained through questionnaires and interviews, while secondary data were gathered from meeting minutes, teacher network discussions, and annual plans and reports. The research utilized a structured questionnaire for teachers and semi-structured interview questions for principals and vice principals. Tahtay Koraro Wereda was purposefully selected from the seven weredas in the northwestern zone of the Tigrai regional state. Within this wereda, three secondary schools—Beles, Maydmu, and Semema—were deliberately chosen for the study. These schools comprised 115 teachers and 7 principals and vice principals, forming a total population of 122 individuals. The sample size was determined using Yamane’s formula (1967), resulting in the selection of 89 teachers through simple random sampling via the lottery method. Additionally, all 7 principals and vice principals were included using a comprehensive sampling approach. The collected data were analyzed using SPSS (Statistical Package for the Social Sciences) Version 20. Quantitative analysis was conducted through frequency counts, percentages, means, standard deviations, and grand means, while qualitative data from interviews and document reviews were presented narratively to complement the statistical findings. The results indicated that teachers’ attitudes toward the profession were negatively affected by motivational factors, leading to diminished professional identity and low morale. Further challenges, including issues related to parents, students, and school leadership, exacerbated these negative perceptions. However, the study found no significant differences in attitudes toward the profession based on gender. In conclusion, the findings suggest that teachers in Tahtay Koraro Wereda generally hold unfavorable attitudes toward the teaching profession. Addressing this issue requires a collaborative effort from stakeholders to improve teachers' perceptions and enhance their motivation.
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    THE EFFECT OF STUDENTS' NETWORK ON ACADEMIC PERFORMANCE: THE CASE OF FOUR SELECTED GRADE 11 STUDENTS IN CENTERAL ZONE OF TIGRAI
    (Mekelle University, 2025-01-21) MEHARI WELDEGIORGIS
    The purpose of this study was to assess the effect of students’ network on academic performances of students. To this end, a descriptive survey design was selected and the research employed various data collection methodologies and processed both primary and secondary data sources using quantitative and qualitative data analysis techniques. The study was conducted among grade eleventh teachers and students. Four preparatory schools found in central zone were randomly selected out of twelve preparatory schools found in the central. A total of randomly selected 369 respondents (i.e. 14 teachers and 355 students) participated in the study by filling in the questionnaire prepared for data collection. In addition, classroom observation was conducted and interviews with school principals were held. The data collected was analyzed using frequency distribution and percentage. These were triangulated with qualitative data obtained from the observations and interviews. The findings of the study revealed that the effect of students’ network that achieves their performance less effective. However, both teachers and students have positive perception on students’ network impact on academic performance. Besides, the school teachers confirmed that this teaching method benefits more to students. Nonetheless, the student respondents strongly disagree with the relevance of students’ network and considered it as wastage of time. They also lacked motivation to actively participate in this teaching method. The researcher strongly suggests that teachers should motivate the students in preparatory schools to use students’ network method for the positive effect of the students’ performance. Further research is needed for a low perception of students towards students’ network need to be done thoroughly.
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    FACTORS AFFECTING THE ROLE OF SCHOOL PRINCIPALS IN ENHANCING THE QUALITY OF EDUCATION IN SELECTED SECONDARY SCHOOLS OF NORTH WESTERN ZONE OF TIGRAY
    (Mekelle University, 2025-01-21) MEBRAHTOM ASSEGEHEGN
    The purpose of this study was to assess factors affecting the role of school principals to enhance the quality of education in governmental secondary schools of north western zone of Tigray region, in four woreda. The study was conducted in four selected secondary schools north western zone of Tigray by using a simple random sampling technique to decrease biasness and giving equal chance to the respondents. In the sample schools four principals and seven vice principals, 156 teachers, 100 members of student’s, and four woreda educational officers were used as the subjects of the study to obtain the necessary data. Questionnaire, FGD and interviews were the instruments used for data collection. The data gathered were interpreted and analyzed by using descriptive statistical techniques: such as frequency, percentage, mean and standard deviation. The Findings of the study revealed that majority of school principals lack the required qualification and training in educational planning and management. As a result, they were not improving quality education and hindering their role. External factors like low awareness of the community about education, students’ absenteeism, teachers’ experience also affected the role of school principals in improving quality education. Other factor affecting school principal in their leadership activity was lack of infrastructures of the schools such as shortage of classroom building, lack of equipped laboratories and libraries, toilets, organized pedagogical center and lack of public libraries in the local area for students and others. In order to improve quality education in the sampled schools all factors should be controlled by the chain of education from the higher to the lower. Especially school principal should have high commitments to their daily activities in their schools and they should alleviate the prevailing problems to improve educational quality working with all stakeholders.