College of Education

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    PRACTICE, CHALLENGES AND OPPORTUNITIES OF TEACHING CIVIC AND ETHICAL EDUCATION IN GOVERNMENT SECONDARY SCHOOLS: THE CASE OF WOLAYTA SODDO TOWN ADMINISTRATION, WOLAYTA ZONE; SOUTHERN ETHIOPIA
    (HAWASSA UNIVERSTY, 2018-10) FANUEL DAWIT CHAMASSA
    The purpose of this study was to assess the practices and challenges of teaching civic and ethical education in public secondary schools of Soddo Town Administration, Wolayta Zone. Descriptive survey design was employed to achieve the intended objectives and to answer the basic research questions. The study consisted of 2 secondary schools, 189 students, 30 Civics subject teachers and other subject teachers, 4 principals and administrative staffs from each sample school and 1 cluster supervisor. The samples respondents were selected using random sampling technique, while the key informants were selected using purposive sample selection methods based on their proximity to the case under investigation. Questionnaires and interview and document analysis were used to collect data. The data sets were analyzed using mixed analytical technique with descriptive statistics and qualitative analysis methods. The finding of this thesis revealed that inside and outside school variables challenging the teaching practice or the subject delivery. The finding regarding the challenges indicated that there was lack of teachers commitment, lack of motivation for the teachers from government and concerned bodies, the text book ambiguity and complexity, the expansion of corruption in the country and the perception of others as the subject is only for political coverage or to mobilize the people for the leading party. Teachers not committed to apply different active and participatory mechanisms because of lack of motivation and support from concerned bodies, students‟ attention to the subject is becoming less because of perception of other teachers as the subject is for political coverage, lack of democratic school administration, lack of good governance and corruption around their environment. Based on the findings, the following recommendations were made: continual training and motivation for teachers to upgrade the concepts of contents and approaches, involvement of all school community in the issue of the subject matter, improvement of the text book by avoiding content ambiguity and complexity and including different political ideology.
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    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.