EXAMINING THE IMPLICATION OF POLITICAL INTERFERENCE ON THE QUALITY OF EDUCATION IN ETHIOPIA: A CASE OF LAELAY QORARO WEREDA, TIGRAY REGIONAL STATE

dc.contributor.authorTADELECH BERHE
dc.date.accessioned2025-11-10T07:56:59Z
dc.date.issued2025-08-28
dc.description.abstractThis study aimed to examine the implication of political interference on the quality of education in Tigray Regional State; In the Case of Laelay Koraro Woreda”. To achieve this objective the study used descriptive survey design. Both probability and nonprobability sampling techniques were used to select the representative samples. From the 5,245 target population, 98 sample sizes for the questionnaire, 05 officials for the interview, and 08 respondents for the FGD were taken to collect pertinent data. And then, data were collected from primary and secondary sources. The collected data were presented and analyzed quantitatively and qualitatively. The data gathered through questionnaires were analyzed quantitatively and represented in percentage and graphs and the interviews and FGD data were interpreted qualitatively and presented in paragraph narrations. In case of the major findings one, 85.7% in different school positions is TPLF members. Second, from the total sample size 73.5% are TPLF members. Third, of the members 82% are being members out of their willingness. Fourth, 87.76% of teachers’ performance evaluation is focused on political agenda rather than academic issues. Fifth, in case of academic freedom in the schools 85.71% teachers are not free to exercise their teaching profession. Sixth, 85.71% of the nonparty members are victimized during promotion, work place transfer and related issues. Finally, because of political intervention in the academic issues 51% of teachers in the study area hate their profession. Based on the major findings found the following recommendations were forwarded. Political membership should not be a criterion to be a school leadership. School leaders should be appointed by their knowledge, skill, and educational performance. Schools should free from any political intervention so that teachers could be evaluated, promoted or demoted by their performance rather than their political view.
dc.identifier.urihttps://repository.mu.edu.et/handle/123456789/987
dc.identifier.urihttps://doi.org/10.82589/muir-880
dc.language.isoen
dc.publisherMekelle University
dc.subjectpolitics
dc.subjectpolitical party
dc.subjectmembership
dc.subjectacademic freedom
dc.subjectEPRDF
dc.subjectteachers
dc.subjectInfluence
dc.titleEXAMINING THE IMPLICATION OF POLITICAL INTERFERENCE ON THE QUALITY OF EDUCATION IN ETHIOPIA: A CASE OF LAELAY QORARO WEREDA, TIGRAY REGIONAL STATE
dc.typeThesis

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