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INFLUENCE OF PRINCIPALS' LEADERSHIP STYLES ON THE TEACHERS' PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS OF HAWASSA CITY ADMINISTRATION, SIDAMA NATIONAL
(HAWASSA UNIVERSITY, 2023-05) MEBRATU DAWIT GODANA
The success of a school is significantly influenced by the teacher competencies. The principal should employ a leadership style that fosters teachers' competence, growth, and development in order to increase teacher performance. Therefore, the main purpose of this study was to assess the influence of principals' leadership styles on the teachers' performance in government secondary schools of Hawassa City Administration, Sidama National Regional State, Ethiopia. To accomplish this, the study employed a descriptive survey design. The study was carried out in ten government secondary schools of Hawassa City Administration. A total of 312 respondents have participated in the study. Among them, 270 teachers were taken as a sample through simple random sampling technique. Additionally, 30 government school principals were included through purposive sampling technique. Questionnaire was distributed to teachers and school principals and interview were conducted with supervisors of the schools. Mean and standard deviations were used to analyze quantitative data while independent sample t-test was used to test the significance. The findings indicate that autocratic leadership style is dominantly practiced by principals in the school. Also, principals were intermittently controlling teachers and majority of the respondents reported that the principals make decisions dependently with little input from the rest of the group. In general, the result supposed to conclude, that principals’ leadership style of government secondary schools of Hawassa City Administration had significance influences on decision-making and delegation to improve the level of teachers’ performance and thus teachers have not been performing to the expectation. This may be especially when the teachers are not convincible, not flexible and strongminded. Therefore, the way of principals’ leadership was not implemented as expected. Based on the findings, it is recommended that the principals of governmental secondary schools should use a mixture of leadership styles
THE RELATIONSHIP BETWEENPARENTAL SOCIOECONOMIC STATUS AND LEARNERS` ACADEMIC ACHIEVEMENTS IN GOVERNMENT SECONDARY SCHOOLS OF SIDAMA REGIONAL STATE
(Hawassa university, 2023-11) EYASU ENDIRIAS EYAMO
xi ABSTRACT The purpose of this study was to assess the relationship between parental socioeconomic status and student’s academic achievement in secondary schools of Sidama Regional State. To carry out this study correlational research design was employed. Participants of the study 384 were selected through simple random sampling techniques and 11 parents were selected through purposive sampling techniques. The data were collected by using questionnaire and interview. Questionnaires were used as main tool of data collection from students. Both qualitative and quantitative methods of data analysis were employed in order to meet the objective of study. Quantitative data obtained through questionnaires analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and inferential statistics like correlation analysis was used to analyze qualitative data and qualitative date analysed through narration. The findings of the study explained that there is statistically significant relationship between parental socioeconomic status and students’ academic achievements, parents income was highly correlated with students’ academic achievement, students from educated parents achieves better academic result than uneducated parents and occupation of parents affects students’ academic achievement, parents with low occupation status are unable to purchase the school goods and services for their children ,some parents wants their children to take up the same type of occupation and there was weak correlation between parental occupation and students’ academic achievements. After statistical analysis of data, the researchers concluded that parental socio- economic status; parent’s education, parental occupation; and parent’s income correlated with the academic achievement of secondary school students. Based on findings, it was recommended that Poor students should be provided scholarships, free books and other stationary. In addition, it was also recommended that the government should take steps to raise socioeconomic status of people and government should boost the economic status of house hold, and also recommended that government should take necessary action to increase and encourage parent’s education in the Sidama Regional State ,and parents should be aware of the types of occupations they are engaged in since the occupation of parents is capable of facilitating and lifting up students’ academic success and parents should spends more time with their children, especially in communicating about school activities, expectations of academic achievement in Sidama Regional state through investing in more income generating projects in the region
PRACTICES AND CHALLENGES OF IMPLEMENTING COOPERATIVE LEARNING METHODS IN CHEMISTRY SUBJECT FOR GRADE 9 - 12 AT BENSA WOREDA SECONDARY SCHOOLS, EAST SIDAMA ZONE, ETHIOPIA
(Hawassa University, 2024-06) TESHOME BEKELE BESHERU
The main objective of this study was to investigate the practices and challenges of implementing cooperative learning methods in the subject of chemistry at BensaWoreda secondary schools. To achieve these objectives, specific questions were raised regarding the practice of cooperative learning at BensaWoreda Secondary School. The design of this study was a descriptive survey research design. The researcher used both primary and secondary sources of data. The collected data was analyzed using frequency, percentage, mean, standard deviation, and t-test. The study was conducted using quantitative and qualitative methods, in which students, teachers, principals, supervisors, and the department head participated. Students were selected through stratified sampling; teachers were selected through simple random sampling. Additionally, the study was conducted at three secondary schools. These schools were selected through simple random sampling. The study involved 43 students, 91 teachers, 3 principals, and 1 cluster supervisor. The applicable data for the study was collected through questionnaires, interviews, observations, and document analysis. Principals, supervisors, and department heads are selected through available sampling. The findings showed that the implementation plan for cooperative learning methods is generally not being effectively planned in chemistry subjects within the sampled secondary schools in Bensaworeda. The findings showed thepractice of implementing cooperative learning methods generally not being effectively implemented in chemistry subjects within the sampled secondary schools in Bensaworeda. The finding also revealed that there were specific challenges that affect the implementation of cooperative learning in secondary schools.The finding also revealed that there were specific strategies improved to implement cooperative learning in secondary schools.Therefore, the BensaWoreda education department must pay attention to the practice gaps in the implementation of chemistry subjects for grades 9 - 12 in secondary schools. And based on the major findings, the study concluded that cooperative learning implementation was unsatisfactory. Thus, this might affect the teaching and learning process in schools and later affect the implementation of cooperative learning. Finally, the researchers recommend that in order to implement cooperative learning strategies in public secondary schools in the Woreda educational office, supervisors, principals, teachers, and students have to be recommended.
THE EFFECTS OF FLIPPED CLASSROOM INSTRUCTION ON STUDENTS’ ENGLISH ACADEMIC ACHIEVEMENTS IN EMDIBER GENERAL SECONDARY SCHOOL IN CHEHA WOREDA, GURAGE ZONE
(Hawassa University, 2024-11) REMLA SHEREFA SEID
This study aimed to investigating the effects of flipped classroom instruction on students’ English academic achievements in Emdebir General Secondary School, Cheha Woreda, Gurage zone. The researcher employed a mixed-methods sequential explanatory design was used. The quantitative data was collected through a quasi-experimental design and the qualitative data was followed using focus group interviews to clarify the experiment's results. From five sections two sections were selected as control group (N=40) and experimental group (N=40) by using simple random sampling techniques. Pre-test and post-tests were administered before and after the intervention. The control group was exposed to traditional lecture-based instruction, whereas the experimental group received flipped classroom instruction (intervention), and the experimental group students were involved in the advanced sharing of eight video lectures through the telegram group and Xender. In this study, data were gathered through student achievement tests, focus group interviews were conducted with 10 experimental group students, and a checklist-based observation was also made to determine school technology availability. The quantitative data were analyzed with independent samples t-test (using SPPS v27) to compare pre-test and post-test across the groups, whereas the qualitative data was analyzed through narration. The findings revealed that the implementation of flipped classroom instruction in the English classrooms results in a statistically significant difference at the level of significance (α <0.05) between control and experimental groups. The study also found that students had positive attitudes towards the flipped classroom instruction they were considerably satisfied with them. The study also found that the flipped classroom instruction is more engaging and effective than the traditional lecture method by enhancing student’s communication with peers, improving understanding, and increasing motivation to learn English. The study concludes that flipped classroom instruction is a powerful teaching strategy when used by secondary school students to improve their English, as it fosters active learning, peer interactions, and engagement with their peers. Based on these findings, the study provides pedagogical implications and suggestions for integrating flipped classroom instruction in secondary school English language classrooms.
INTEGRATING INDIGENOUS KNOWLEDGE INTO GENERAL SCIENCE: CONCEPTION AND IMPLEMENTATION OF DAWURO ZONE PRIMARY SCHOOL TEACHERS IN LOMA BOSA WOREDA, ETHIOPIA
(Hawassa University, 2024-05) MARTA JINGAW TENKU
The objective of this study was to explore teacher’s conception on the integration of indigenous knowledge in general science in the case of governmental primary schools of Dawuro zone Loma Bosa Woreda. Out of 30 governmental primary schools in the Woreda 10 primary schools were selected by using simple random sampling technique and all teachers teaching General science were purposively sampled. School principals, cluster supervisors and department head teachers were also purposively included in the study. The instruments used to collect data were questionnaire, interview and actual classroom observation. The finding of the study revealed that teachers have a positive perception on the integrating of IK into General Science. The sum mean score was 3.56 (with a standard deviation of 0.72), reflecting favorable perceptions. This finding was supported by interviews with cluster supervisors, school principals, and department heads. The other issue addressed in this study was about the level of awareness of teachers on the integration of indigenous knowledge. As the result, the study exposed those teachers demonstrated moderate level of awareness regarding the integration of IK in General Science teaching. The average score was 2.52 (with a standard deviation of 1.1), interview data and classroom observations further supported this finding. Teachers actively engaged with Indigenous knowledge during General Science instruction, resulting in an overall mean score of 2.92 (with a standard deviation of 0.87). Even though, the observation data showed that the teachers’ practical implementation of integration of IK was assessed as poor. The other question focused in the present study was about the major challenges teachers were facing during integrating the indigenous knowledge in teaching General science. Despite positive perceptions and awareness, challenges persisted in the study; for instance, insufficient well-documented resources and inadequate training in IK hindered successful integration into the General Science curriculum. The scarcity of relevant national and local resources, including IK-focused textbooks for students and teachers’ guides, posed additional obstacles. Depending on the finding of the study it was recommended that, addressing resource gaps and enhancing training opportunities are crucial for effective integration of IK in General Science teaching