Institute of Pedagogical Sciences

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Practice of Teachers’ Action Research in Secondary Schools of the Central Zone of Tigray
(Mekelle University, 2020-01-28) Elias Taffere
The main purpose of this study was to examine Practice of Teachers’ Action Research in Secondary Schools of the Central Zone of Tigray region. The study was conducting in nine government secondary schools which were selected on the basis of stratified and simple random sampling techniques. The subjects of the study were 152 teachers selected from the sample schools by using simple random sampling technique, 23 principals and vice principals and 18 woreda Education Office TDP heads and supervisors using purposive sampling. Information was solicited from the sample respondents through questionnaire from 152 teachers and 23 principals, interview with woreda Education Office TDP heads and supervisors and also through document analysis. A descriptive survey design was employed and statistical tools such as chi-square test, percentage, mean, and grand mean were used for data analysis. The findings of the study revealed that most teachers had inadequate training. The training conducted did not developed teachers’ competences to do action research. About 67.1% of classroom teachers remain uninvolved in action research activities. There were less adequate practices by principals in facilitating conditions for teachers to practice research findings to the staff and to utilize research results to alleviate existing problems of the school and rare availability of resources. The main barriers preventing teachers from practicing action research includes; absence of feedback on action research results (follow-up and recognition) , lack of moral incentive (initiation and recognition), teaching work load, and lack of interest. Teachers working with and for each other on action research activities and collaborate in problem solving around classroom issues were less adequately practiced. And woreda Education Offices at central Zone of Tigray Region were at low position to motivate teachers, provide training and recognize action research work. Based on the above findings it can be concluded that, action research practice in secondary schools of Central Zone was constrained by lack of adequate training. Indeed, the absences of workshops and seminars hinder teachers from experience sharing with their colleagues. As a result teachers did not develop competences to do action research; teachers and school principals were not in line to practice and utilize action research results in their setting; teachers were constrained from practicing action research by time and less availability of resources, and teachers were far away from practicing collegiality. There for, it is recommended that teachers have to be encouraged and supported by training through educational opportunities (like workshops, seminars and conferences), allocate financial resources, critically considering the role of action research during the annual planning and preparation of budget break down, school principals better to have readiness and a clear understanding on how to implement the results of action research and create conditions conducive to teachers to present and share with different stakeholders to enrich the findings, Initiate teachers through incentives and give recognition for their work. And woreda education offices at central Zone of Tigray Region are advisable to motivate teachers provide training and recognize teachers action research work.
INVESTIGATION OF THE PERCEPTION AND PRACTICE OF TEACHERS IN CONTINUOUS PROFESSIONAL DEVELOPMEN IN SELECTED SECONDARY SCHOOLS OF THE CENTRAL ZONE, TIGRAY
(Mekelle University, 2020-05-25) GIDEY KIDANE
The purpose of this study was to assess the investigation of the teachers' perceptions and practices regarding the CPD program in Secondary Schools of Central Zone of the Tigray by engaging a progressive descriptive mixed research design in collecting qualitative and quantitative data in order to overcome the weakness in using one process and to achieve a complete understanding of teacher CPD programs positive the provision of knowledge teaching skills. Quantitative data was collected through closed-ended questions given to the Secondary Schools teachers and learners. These groups of samples were selected using purposive sampling and simple random sampling techniques.114 teachers from 4 woredas and 5 secondary schools select Simple random sampling technique was employed .While purposive sampling was employed to select 5 principals, 6 vice principals, 12 CPD coordinators, 5 Woredas Education Office TDP coordinators and 6 supervisors. The data collected through questionnaire were self-administered and analyzed using frequency and percentage, through tabulation and arrangement. The major findings of the study were: majority of the respondents teachers perceived CPD program negatively; there were no stakeholders support and follow up activities on the CPD program; 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 negative perceptions of teachers, the lack of stakeholders support and follow up activities and many more affecting factors. On the basis of these major findings and conclusion the following recommendations were made: to implement the CPD program effectively the stakeholders should reduce the work load of teachers; conducive (encouraging) environment for training; apply licensing, re-licensing, certification and career level for teachers, and so on. In addition to this, identify CPD priorities clearly design systematic support, follow up and evaluation strategies continuously; allocate the necessary budget.
THE RELATIONSHIP OF PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ MOTIVATION IN SECONDARY SCHOOLS OF CENTRAL ZONE OF TIGRAI REGIONAL STATE
(Mekelle University, 2023-11) GUESH GEBRESET
The major purpose of this study was to investigate the relationship between leadership style of principals and teachers’ motivation in secondary schools of central zone of Tigray regional state. The study was carried out in five schools which were selected through proportional random sampling technique. From the total population of the teachers 184 teachers of the sampled were taken by using simple random sampling techniques. Descriptive survey design was employed to address the following research questions: which leadership behaviour is practiced by the school principals? to what extent does a principals leadership style influence teachers’ motivation? And which leadership behavior has a positive relation on teacher motivation in secondary schools in the Central Zone of Tigray region state? To address the questions two separate instruments, specifically Multifactor Leadership Questionnaire (MLQ) and Work Extrinsic and Intrinsic Motivation Scale (WEIMS), were used to measure leadership behaviour and Teachers’ motivation. Statistical tools such as descriptive statistics, Pearson productmoment correlation coefficient, independents t-test and one-way ANOVA were used. The findings revealed that transformational leadership behaviour was highly practiced, which was followed by transactional leadership behaviour. Furthermore, laissez-faire leadership behaviour was the least practiced by the principals of the study area. The findings also suggest that principals may have flexibility in their behaviour and that no single leadership behaviour is effective in all situations. The three-leadership behaviour had positive effect on teacher’s motivation. From the three-leadership behaviour, transformational leadership behaviour highly and significantly predicted the dimensions of employee motivation. Moreover, the researcher concluded that transformational leadership behaviour has a significant, very high and positive relationship with teachers’ motivation, while transactional leadership behaviour has a positive, moderate and significant relationship with motivation. Finally, laissez-faire leadership behaviour has a positive, low and significant relationship with teachers’ motivation. Based on the findings, the following recommendations were forwarded; ministry of education and regional educational bureau should give special attention to better understood both by the principals and teachers by giving appropriate trainings based on their division of work. School principals of the sampled schools should follow both transformational and transactional leadership behaviour as the findings confirmed that the teachers’ motivation was having positive impact by transformational and transactional leadership behaviour. Principals need to attempt to maintain this transformational leadership behaviour as the schools can easily and effectively achieve its goals through motivated teachers.
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.
Leadership Commitment in Creating Effective School Environment in Selected Secondary School of Central Zone Tigray
(Mekelle University, 2024-01-25) Haile Tetemke
The main purpose of this study was to investigate the relationship between school leadership commitment and creating effective school environment in secondary school of central zone of Tigray, Ethiopia: To what extent leader commitment is effective in creating effective school environment in secondary school of central zone of Tigray, Ethiopia?, do school leaders perform the functions of school leadership activities.to create effective school environment within their secondary school? and what are the supports which will manage for the leadership commitment in creating effective school environment? The study used both qualitative and quantitative methods and has employed correlation research design to investigate whether and to what extent a relationship between school leader’s commitment and creating effective school environment existed. In this study, 156 teachers were selected using simple random sampling technique. In addition to that, 9 principals, 15 vice principals, and 6 supervisors were selected using the available sampling technique while 7 woreda education office experts were selected using purposive sampling technique to give information at the semi structured interview regarding the effectiveness of school leader’s commitment on creating their school environment effective. In order to get a relevant data for the study the researcher used both primary and secondary data in which the primary data was gathered using questionnaire with five likert scales and Interviews and the Secondary data was gathered from Students’ national exam result and efficiency of Principals document. The study findings showed that, there was a significant positive correlation between School leadership commitment and creating effective school environment. Hence, the findings indicated that, there was a strong positive correlation(r = .997) between School leadership commitment and creating effective school environment. The researcher therefore recommended that, further research on extended time and large sample of secondary schools to come up with more valid finding. The study based on the findings give recommendations for better stand to: School leaders need to find ways of including the community in the life of the school and raise positive relationships with the community.
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.
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.
ASSESSMENT OF THE PRACTICE OF INSTRUCTIONAL LEADERSHIP IN SECONDARY SCHOOLS OF NORTH WESTERN ZONE OF TIGRAY, ETHIOPIA
(Mekelle University, 2024-09-25) Gebrewahd Abrha
The purpose of this study is to assess the practice of instructional leadership in secondary schools of North western zone of Tigray. Instructional leadership has great role on the realization of quality education in our country Ethiopia. In actual practice, the overall performance of instructional leaders was not encouraging students and was not making instructional quality. To analyze the assessment of the practice of instructional leadership, on secondary schools of North West zone. This study was related with non-experimental design of research and also it is descriptive type of research. The Research designs employed in the study is mixed approach of research (both qualitative and quantitative methods).The sampling techniques employed are purposive sample techniques for school principals, supervisors, and Simple random sampling for Students and teachers. The sample size of the research is including eight secondary school principals out of sixteen principals, four supervisors out of four supervisors, 226 teachers out of 452 teachers and 763 students out of 3811 students. An in-depth interview was conducted with the stakeholders of the school who was selected through purposive sampling. The quantitative approach is address using of the questionnaire (closed ended). Participants used for the closed ended questionnaire was selected using simple random sampling. After the data is collected using the different tools, they were analyzed through both quantitative description and qualitative explanation. The descriptive statistics were used to describe the results obtained using frequency and percentile rank. The results of this study revealed that, the current practices and effectiveness of instructional leadership on the issue of setting the school vision was rated as low performance and the instructional leaders were show weak practice and implement in the practice and instruct of the school staffs to all stakeholder. In sum, the practices of instructional leadership found conclusively that, the North-Western zone school leaders were setting clearly the school vision and mission, clarifying the core values and belief, and professional development programs were moderate practiced, and also cooperation and commitment, promoting school change, character of school principal, the capacity of teachers, the participation of students in school activities and the practices of supervisions were weak utilized and practiced .
Assessing Teachers’ Awareness and Knowledge in Implementing Active Learning Strategies in Large Classes of Secondary Schools: A Case Study of Kola Tembien and Abiyi Adi Districts, Central Zone of Tigray
(Mekelle University, 2024-10-25) ASSEFA HAILU
The main purpose of the study was to understand teachers‟ awareness and knowledge in implementing active learning strategies in large classes‟ of secondary schools. In conducting this research, a mixed approach; quantitative supported by qualitative methods were employed. The study was conducted in five general secondary schools found in Kola Tembien and Abiyi Adi districts of Central Zone of Tigray. Data were collected from a total of 222 secondary school teachers, 5 principals, 5 vice principals, 2 supervisors and 2 education officers. Census sampling method was employed to determine the number of research respondents. Questionnaire, observation, interview and document analysis were used for collecting data. Accordingly, quantitative supported by qualitative methods of data analysis were employed to analyze the data. Hence, frequencies, percentage and mean scores were used to analyze quantitative data. However, qualitative data were analyzed using narrative methods of analysis for the purpose of triangulation. Research findings have shown that secondary school teachers didn‟t obtain adequate pre-service and in-service training opportunities. Consequently, awareness of teachers was found low in practicing active learning strategies. Besides, teachers lack the required knowledge and skills for practicing active learning. Research result has reported that; provision of support by education officials for teachers and school leaders were identified very low. Moreover, it was revealed that; large class size and teachers‟ attitude towards using active learning strategies were found the most serious factors that inhibit the practice of active learning strategies. To improve the gaps; it was recommended that secondary school teachers should obtain adequate training opportunities. Consequently, teachers would create the necessary awareness and develop positive attitude towards using active learning strategies. In addition, school leaders should boost preparing school based training opportunities and provide the training according to the gaps. Moreover, it was recommended that teachers should practice active learning methodologies effectively. Lastly, education official should equip secondary schools with available resources for teachers to properly practice active learning techniques. Besides, it has recommended that education bureau, districts education offices and NGOs should work in collaboration with the Local community to mobilize funds so as to construct classrooms. Finally, researchers are recommended to conduct intensive studies on areas of implementation of active learning strategies particularly in Tigray region.
PRACTICES AND CHALLENGES OF PRINCIPALS’ TIME MANAGEMENT IN GOVERNMENT PRIMARY SCHOOLS OF MEKELLE CITY ADMINISTRATION
(Mekelle University, 2024-12-28) ABEBE ARAYA G/AMLAK
The major purpose of this study was to examine the Practices and Challenges of Principals’ Time Management in Primary Government Schools of Mekelle City Administration. To address the research questions both quantitative and qualitative research approach were used. The study employed a descriptive survey design. The study used simple random sampling technique to select the primary schools. Moreover, 200 teachers of the study were aware selected using proportional random sampling technique. 52 school principals were taken using random sampling technique. Furthermore, 1 3cluster supervisors were selected through random sampling techniques. Questionnaires and interview were used to collect data from the selected respondents. Closed-end questionnaire was employed and distributed for school principals, vice-principals, heads of department and teachers. On the other hand, interview session was held with cluster supervisors. To analyze the quantitative data descriptive statistical tools such as percentage, frequency, mean, standard deviation and convenient were employed. The finding of the study showed that, the major challenges that hamper primary school principals were external interruption during work time spend more time on regular and routine tasks, poor planning techniques, and procrastination and family obligations. The study also found that time management strategies of school principals were more focusing on routine activities like unplanned reports and irritating with teachers and students. The study concluded that school principals of the study area allocate less time for instructional leadership and allocate more time for administrative related tasks. The study recommended that principals are expected to use their time for instructional leadership tasks wisely and encourage other members of the staff to plan and implement tit in a timely manner.
PRACTICES AND CHALLENGES OF HUMAN RESOURCES MANAGEMENT IN THE EDUCATION OFFICE OF THE CENTRAL ZONE, TIGRAY REGION
(Mekelle University, 2024-12-28) MEASHO GIDEY
The primary objective of this study was to investigate the practices and challenges of Human Resource Management (HRM) within the education office of the Central Zone in the Tigray region. Twelve Woredas were classified into urban and rural categories, from which three Woredas were selected through simple random sampling. This sampling strategy involved multiple groups drawn from a larger population. Of the 155 schools in total, 14 were chosen through simple random sampling. The study included a sample of 163 participants, comprising school leaders, teachers, support staff, and HRM experts. A mixed-methods approach was utilized, integrating both quantitative and qualitative methods. Data were collected from primary and secondary sources using three key instruments. The research findings reveal several critical issues within the realm of human resource management (HRM) in education. There is a notable lack of access to HRM guidelines for teachers, coupled with insufficient leadership competencies among HRM leaders. Additionally, there is widespread dissatisfaction with the work that HRM does within the educational sector, as well as prevalent misunderstandings about the rules and regulations governing HRM in both civil service and education. Networking among leaders often appears to prioritize personal interests over collective goals. Furthermore, medical documentation provided by hospital doctors to employees is frequently found to be fraudulent. Recruitment processes do not consistently follow established guidelines and exhibit biases, while performance appraisals for teachers and other staff often reflect similar biases. Support staff are generally unaware of the standards by which they are appraised, hindering their ability to implement balanced scorecard (BSC) planning effectively. Certain appraisal metrics for teachers, such as student performance outcomes and dropout rates, are not widely accepted. Additionally, leaders often fail to provide timely feedback to their employees. This study recommends that leaders at all levels of education collaborate to establish guidelines for the education office and revise the BSC, which is currently an inadequate standard for teachers. Support staff should be informed about their appraisal standards, foster networking among leaders, and prevent fraudulent medical claims. Human Resource Management (HRM) within the civil service should adhere to educational guidelines to ensure effective governance in institutions. However, certain HRM practices may be at odds with legal regulations regarding transfers and placements. Consequently, educational HRM activities must function independently to uphold educational integrity and support overarching educational objectives.
TEACHERS’ PERCEPTION AND PRACTICES IN INCLUSIVE EDUCATION IN MEKELLE PRIMARY SCHOOLS
(Mekelle University, 2025-01-08) MASHO TSEHAYE WE/MICHAEL
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.
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.
PRACTICING OF CONTINUOUS ASSESSMENT IN ENGLISH LANGUAGE IN GOVERNMENT PRIMARY SCHOOLS OF MEKELLE CITY
(Mekelle University, 2025-01-23) HARGEWEYNI WELDEGEBRIAL TETEMKE
The purpose of this study was to investigate the practice of continuous assessment and to identify the magnitude of challenges that hinder its implementation. As a result, descriptive survey research design was employed. From the target of 1191 population, 206 sample participants were selected from 8 primary schools through available sampling (vice principals and department heads), and simple random sampling (teachers and students). The relevant data were collected through questionnaire, observation check list and interview. The quantitative data were analyzed using descriptive statistics (frequency and percentage), whereas; the qualitative data were analyzed through verbal description. Based on the analysis, it was found that though teachers had appropriate knowledge and skills concerning CA, it was not implemented in the expected manner in primary schools of Mekelle city. That is, the implementation of CA was not frequent. The formative purpose of CA was not implemented and students were not meaningfully and purposefully involved. Appropriate feedback was not provided and various assessment strategies were not used in the implementation. It was also found that the practice of CA was challenged by many factors of which large class size, teachers negative attitude, lack of resources, teachers’ workload, students less interest and absence of uniform CA implementation procedures were the most serious one. Moreover, it was also found that teachers had negative attitude towards the implementation of CA. Based on those findings, it was concluded that teachers did not use their knowledge and skills to properly implement CA and measures related to CA challenges were not taken by the concerned bodies. Hence, some recommendations were forwarded as a solution for the identified challenges.
Post-War Implementation of the O-Class Program in Tigray: Instructional Practices, Challenges, and Support Mechanisms for Sustainable Early Childhood Education in Adwa
(Mekelle University, 2025-01-23) Asnake Wassie
ThepurposeofthisstudyfocusesonexaminetheimplementationofO-Classprogram withtheresearchtitle“post-warimplementati onoftheo-classprogram inTigray: instructi onalpractices,chall enges,andsupportmechanismsforsustainableearly childhoodeducati oninAdwaCollegeofTeacherEducationandtheassociatedprimary schoolsintheaftermathoftherecentwar”.Thestudygeneratedfourresearch questionsthatali gnwithresearchpurpose.Thestudyemployedexploratoryresearch type,quali tati veapproach,andcasestudydesignwiththedatacollectioninstruments: intervi ews(O-teachers,ACTEacademiccoordinators,andlecturers),observations (classroom,schoolsetti ngs),anddocumentreview.ThesampleofthisstudywasACTE academiccoordinators(Vi ceacademicdean,educationheaddepartment),additi onally, 3offrom8lecturersand90ffrom13O-teacherswereincluded.Thefindingshighlight theimportanceofstakeholderengagementandcommunityinvolvementinovercoming obstaclesandfosteri ngasupportivelearningenvironment.Bysheddi nglightonthese dynamics,thisstudyaimsto contributevaluableinsightsforpolicymakersand educatorstostrengthenearlychil dhoodeducationinTigrayandbeyond,ultimately ensuringthateverychi ldhastheopportunitytothri ve.
AN ASSESSMENT OF THE IMPLEMENTATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAM IN SECONDARY SCHOOLS OF SOUTH WEST SHOA ZONE, OROMIA REGIONAL STATE
(Mekelle University, 2025-01-25) ALEMAYEHU REFERA
The purpose of this study was to assess the implementation of continuous professional development in secondary schools of South West Shoa Zone, Oromia regional state. There are eleven (11) woredas in South West Shoa zone. Because of the woredas are geographically wide, the researcher confined his study only to five (5) woredas by cluster sampling technique. The woredas are divided into three clusters based on their geographical location and weather conditions namely: Woliso cluster, Bacho cluster and Sodo cluster. So, the study included 5(five) woredas of the cluster. From a total of sixteen (16) secondary schools; ten (10) secondary schools were included in the study. There were also from a total of two hundred ninety-two (292) teachers, ten (10) principals and five (5) woreda TDP experts; the data were collected from eighty-six (86) school teachers, ten (10) school principals through structured questionnaires and from four (4) woreda TDP experts through semi-structured interviews. The sampled groups were selected by purposive sampling and simple random sampling techniques. The data collected through questionnaires were analyzed quantitatively through descriptive methods such as the mean, standard deviation and the independent t-test using SPSS software version 24 and the data collected from the semi-structured interview were analyzed and interpreted qualitatively using narration for supplementing the data gathered through questionnaires. The finding showed that continuous professional development program was not implemented effectively in the sampled woreda schools. This was due to the negative perception of teachers and principals toward the structure of CPD, the absence of support and frequent follow up of the activities of CPD from the concerned bodies (i.e., Woreda education, school principals and school CPD coordinators) and the activities of teachers and principals in school CPD; to be climbing to the next career ladder and to be relicensing; the stake holders did not measure their competencies depending on the standard scales required. The study by Getachew Gezahagn, May 2014: Challenges of cpd implementation in Sheka zone, Afework Alaro, June 2014: An assessment of cpd in selected secondary and preparatory schools of Daworo zone and Ashebir Mekonne, March 2014; Practices and challenges of school based cpd in secondary schools of Kemashi zone; showed that the implementation of cpd program in the schools are not implement appropriately. The study among recommended that the stakeholders should give short trainings for CPD coordinators, teachers and the WEO must allocate resources and budget for the school CPD implementations.
INVESTIGATE THE IMPLEMENTATION OF SCHOOL BASED TUTORIAL PROGRAMS FOR FEMALE STUDENTS IN THE GENERAL SECONDARY SCHOOLS OF CENTRAL ZONE TIGRAY REGION.
(Mekelle University, 2025-01-28) GUESH BRHANE
This study aimed at Investigating the Implementation of School based Tutorial programs for female students in general secondary schools of woreda TahtayMaichew In case of wuqro-maray comprehensive secondary school. The methodology it used mixed approach and explanatory sequential design to analyze the results and then to explain them in more detail with qualitative research. Because this study is more of quantitative. Purposing and simple random samplings used as sampling techniques. Structured and semi-structured questionnaires and interviews employed. The data collected through interview from the key informants took in the form of texts or notes. Secondary sources of data also used. The data analyze used percentage and frequency through tabulation and classification. The finding of the study indicated that, in some extent, there were awareness of school community on how to give/take a tutorial program for female students. The findings of the study indicated that lack of funds and budget, absence of adequate infrastructures, unwillingness of parents, insufficient human and material resources, lack of coordination among service providers due to the inadequate salary, low level income of the parents and teachers, shortage of enough accessibility of facilities as well as unwillingness of the higher educational leaders to create awareness and give adequate training and workshop for their teachers, parents, inadequate salary of teachers and educational leaders and absence of additional payment for the teachers and other tutors who provided tutorial class, lack of enough attention for tutorial program for female students by the higher educational officials and experts did the Challenges for the implementation of tutorial program for female students. to improve tutorial program for female students, the study recommended that administrators of the woreda, government, higher educational leaders and school principals, and teachers should create greater transparency and accountability mechanisms, promote effective and efficient monitoring and evaluation systems, work in collaboration with community, provide opportunities for all citizens to proactively participate in tutorial program, Monitoring and evaluating systems, plan and conduct continuous training programs based on the identification of the critical skill gaps and through assessment of human resource development need of the institution, prepare spaces for public dialogue, forums or public meetings ,placed adequate budget, salary and other motivations and so on. KEY WORDS: Tutorial, general secondary school
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.
English Language Teachers‟ Feedback Practices on Written Work at Agazi Comprehensive Secondary School
(Mekelle University, 2025-02-23) BIRZAF TEKLESILASSIE
The main objective of this study is to assess the teachers’ practices for feedback on EFL writing at Agazi Comprehensive Secondary School. A descriptive survey design with mixed methodology was employed to conduct the study. The participants of this study were 60 grade 11 students selected using random sampling technique and all the four EFL teachers teaching English in grade 11 selected using purposive sampling technique. Questionnaire, interview and document analysis were used to collect the data. The findings of the study depicted that EFL teachers provide direct and unfocused feedback focusing on all aspects of students’ writings, gave attention to major, repeated and meaning interfering errors, students’ preferred corrective feedback for grammar and mechanics, indirect and focused feedback to their written errors, and teacher correction with comments for their written errors. Besides the students showed negative preference towards self-correction and peer-correction. Some variations between teachers’ practices and students’ preferences were found: while teachers provide direct and unfocused feedback, students preferred indirect and focused ones. In addition, teachers encouraged self correction, but students did not appreciate that. Based on the findings it was recommended that the EFL teachers and students should forward the process of feedback provision more effective.