Educational Planning and Management

Permanent URI for this collectionhttps://etd.hu.edu.et/handle/123456789/311

Browse

Has files: Yes

Search Results

Now showing 1 - 7 of 7
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    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
  • No Thumbnail Available
    Item
    THE ROLE OF SCHOOL-BASED SUPERVISION IN ENHANCING QUALITY OF EDUCATION IN SECONDARY SCHOOLS OF HAWASSA CITY ADMINISTRATION
    (HAWASSA UNIVERSITY, 2024-02) YEMISRACH MULUGETA
    The purpose of the study was to assess the role of school-based supervision in enhancing quality of education in secondary schools of Hawassa city Administration. To achieve the objective of the study descriptive survey research design with mixed approach was employed. The study was conducted at four sampled schools (Misrak Chora secondary School Addis Ketema secondary School, Adare and Tesso secondary school in Hawassa city administration.) The study population was selected through simple random sampling selection. Totally,241 populations were selected as samples of the study. The data gathered were analyzed in descriptive statistics such as percentages, frequencies as well as mean and standard deviation for quantitative tools whereas thematically analyzed qualitative study. Document review, questionnaire and interviews were used as data gathering instruments. In order to achieve this purpose, this study, therefore, attempted to get answers based on the four basic research questions. The finding of the study showed that the extent of school based supervision practice was low in the study area. Furthermore, the study result confirms that the supervisors did not play their roles expected from them; as well as exerting and supporting as supervisory role to enhance quality of education in the study area was not satisfactory. Regarding the teachers professional competence, the study revealed that the school based supervision have low contribution to enhance professional competence of teachers due to ineffective provision and practice of the supervisory role. It was also found out that school supervisors themselves need to have a good command of knowledge of subject matter and methodological skills to enable them be able to see and advice on teachers. Weaknesses and to improve their professional competence. Additionally the study revealed the factors that affect the school based supervision in the study areas the finding exposed that lack of instructional materials, poor communication with superintendent, lack of in-service training in the area of instruction, inconsistence operation of instructional activities, heavy work load on instructional leaders, shortage of time to perform instructional activities, insufficient funds for training, workshops, seminars, experience sharing and lack o f trainings were the major problems in the study areas. Overall the study result shows that the extent of school based supervision practice was low in the study area. Finally, to minimize the problems of school-based supervision in secondary schools, it is recommended to give relevant in service trainings for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals and an adequate budget for the success of supervision at the school level was suggested.
  • No Thumbnail Available
    Item
    PRINCIPALS LEADERSHIP BEHAVIOR INFLUENCE ON SCHOOL PERFORMANCE IN PUBLIC SECONDARY SCHOOLS OF HAWASSA CITY ADMINISTRATION, SIDAMA REGIONAL STAT
    (HAWASSA UNIVERSITY, 2024-03) WONDIMAGEGN GEGA GETACHEW
    The purpose of this study was to investigate the principals’ leadership behavior and school performance in secondary schools of Hawassa City Public Secondary Schools. Correlation research design was employed to explain the existing relationship between principal leadership behavior and school performance. Both quantitative and qualitative data were collected. The populations of this study were all secondary schools in Hawassa City. The sample of this study was (82 school leaders, 158 teachers, 44 student representatives, 30 PTSA and 6 Supervisor). The sample schools were selected using purposive sampling technique. Used sampling techniques were, simple random and availability for students, teachers and school leaders respectively. The collected data were analyzed using frequency, mean, percentage and Pearson’s Correlation to test the relationship between principals’ leadership behavior and school performance. The finding of the study showed that there is a strong relationship between participative principals’ leadership behavior and school performance because of the coefficient of Pearson’s correlation is a positive 73.3%. Conclusion of the study showed that the level of the school is not improved, hence the behavior of school leaders is not improved; Finally the researcher recommends that Principals not have to be rigid on their conditioned leadership behavior unless it is not successful in improving the performance of the school; they have to be within full rang transformational leadership who are skilled with setting the goal of the school with stake ideal influence, inspirational motivation, intellectual stimulation and individual consideration to sustain the improvement of the performance of the school which is the target goal of the education sector.
  • No Thumbnail Available
    Item
    SCHOOL BASED SUPERVISION AND ITS INFLUENCE ON QUALITY EDUCATION IN SECONDARY SCHOOLS OF ARSI ZONE, OROMIA REGION, ETHIOPIA
    (HAWASSA UNIVERSITY, 2024-06) MUHAMMED KEDIR BEDASO
    The objective of the study was to assess school-based supervision and its influence on quality education in secondary schools in Arsi Zone, Oromia Region. A descriptive survey design was utilized for the study, and qualitative approach was applied to enhance the data. Simple random selection approaches were used to conduct the study at six secondary schools that were chosen within the Arsi Zone. To ensure that each Woreda and town administration had an equal and non-zero probability, the basic random sample technique was used. Then, 105 teachers were chosen at random from these schools, and nine vice principals were specifically chosen to receive surveys. In addition, a purposeful selection of 36 school-based supervisory committees, 6 principals, 6 district experts, and 1 zone expert were available as key informants. Data were gathered using questionnaires, interviews, and focus group discussions. A t-test and descriptive statistics were used to examine and summarize the data that had been gathered. According to the study's findings, teachers in the study schools participated in curriculum and instruction planning held meetings to address issues with instruction, provided timely feedback, and provided opportunities for students to seek advice from other teachers all of which were highly prevalent in the study area. Additionally, the following school-based supervision practices were having an impact on the quality of education: enhancing teaching practices; observing classes and utilizing a range of teaching strategies; raising staff awareness of school-based supervision; enhancing student learning outcomes and performance; providing a forum for teachers to discuss challenges related to teaching and learning; improved collaboration between school supervisors and teachers; and providing orientation to teachers regarding school-based supervision practices. According to the results of school-based supervision, there are a number of issues that hinder the provision of high-quality education. These include a lack of appropriate trainings, experience-sharing sessions, a budget shortfall for school-based supervision, a shortage of material resources, supervisors' workloads, a lack of pedagogy, the need to organize induction courses for new teachers, a lack of ways to increase student participation, and a lack of resources to help teachers implement effective technology or active learning techniques in the classroom. Finally, it was recommended that mentorship programs be used to support teachers' professional development in order to lessen the problems with school-based supervision and its impact on secondary school quality education. Supervisors collaborate with teachers to jointly plan programs for experience sharing within the framework of their local schools. Supervisors plan instructor peer-to-peer monitoring strategies to raise the standard of instruction. In order to improve their supervisory efforts, they also give supervisors relevant in-service trainings. The success of supervision at the school level also depends on resources like supervision manuals and a sufficient budget.
  • No Thumbnail Available
    Item
    THE INFLUENCE OF LEADERSHIP PRACTICES ON SCHOOL PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS OF CENTRAL SIDAMA ZONE, SIDAMA NATIONAL REGIONAL STATE
    (HAWASSA UNIVERSITY, 2024-08) HUNDE HUMO HURISO
    School leaders employ a range of leadership styles that directly or indirectly impact school performance. However, there is always a debate among scholars about which leadership style is the most effective for school performance. The main purpose of this study is to examine the influence of leadership practices on school performance in secondary schools of Central Sidama Zone, Sidama National Regional State. The study employed a descriptive and correlational research design and mixed research methods. The target population of the study was 6 secondary schools of Central Sidama Zone; which includes 189 teachers, 78 school leaders, 6 cluster supervisors and 4 Woreda Education Office experts as the participants of this study selected by using simple random, census, purposive and available sampling techniques, respectively. Data were analyzed using descriptive statistics such as mean, frequency, and standard deviations and inferential statistics such as t-test, Pearson correlation coefficient, and regression analysis. The findings show that the leadership style practiced in the study schools was dominated by autocratic than another leadership style. The study explored and analyzed the relationship between leadership practices and school performance. The study found that participative, transformational and laissez-faire leadership styles have a positive impact on school performance but autocratic leadership styles were found to have negative impacts on school performance. Based on the findings of the study the researcher concluded that well-established school performance with a proper leadership style and participative leadership style has resulted in a high level of achievement in school performance. The correlation analysis further displayed that overall leadership styles: autocratic, laissez-faire, participative and transformational leaderships were good predictors of school performance and have a significant correlation. It was recommended that the Sidama REB, ZED and Woreda Education Office school leaders in collaboration with training institutes should provide training for current leaders on the concepts and practices of leadership styles and school performance; encourage the adoption of leadership strategies by school leaders as participative style, facilitating annual forums and experience sharing programs among school leaders; and conducting further studies on issues related to leadership styles and school performance.
  • No Thumbnail Available
    Item
    PRACTICES AND CHALLENGES OF SCHOOL BASED SUPERVISION IN GOVERNMENT SECONDARY SCHOOL OF HAWASSA CITY ADMINISTRATION, SIDAMA NATIONAL REGIONAL STATE
    (HAWASSA UNIVERSITY, 2024-10) ADUGNA HAMISO HANKAMO
    The main purpose of this study was to examine practices and challenges of school based supervision in secondary schools of Hawassa City Administration. The study employed a descriptive survey research design and quantitative and qualitative research approaches. To achieve this purpose 5 secondary schools were selected from 11 secondary schools; among these 282 (218 teachers and 64 school-based supervisors) respondents were selected by applied simple random and census sampling technique, respectively while 4 Sub-City Administration Education Office Experts has been conducted using purposive sampling technique. Data for the study were collected through questionnaire, interview and document review. Questionnaire was prepared and administered to teachers and school-based supervisors whereas interview has conducted with Education Office Experts. The researcher used the Statistical Package for Social Science version 27 in order to analyze quantitative data. The analysis of the quantitative data was carried out percentage, mean, standard deviation and independent sample t-test. The data gathered through interviews and document reviews were analyzed qualitatively through narration. Accordingly, the findings of this study showed that supervisor did not facilitate professional developments of teacher through mentoring program, they did not choose the right teaching method for a particular topic or class can be delicate in schools, they poorly manage teaching-learning time and they unevenly monitor student learning to provide ongoing feedback in the secondary schools. In general, the implementation of school-based supervision practices was ineffective due to lack of training, inadequate budget was allocated for supervision program and unavailability of skilled and experienced supervisory. Based on the findings, it is advisable for school-based supervisors to give emphasis to prior planning the supervisory tasks in scheduled manner and discussing with the supervisee and to create awareness on the purpose of school-based supervision.