College of Education and Behavioral Science

Practices and Determinants of Quality Service Provision in Pre-Primary Schools of Gambella Regional State, Ethiopia

Wed, 18 Jun 2025 00:00:00 GMT

Practices and Determinants of Quality Service Provision in Pre-Primary Schools of Gambella Regional State, Ethiopia Challa Ayale Legede; Tadesse Regassa; Dessalegn Beyene; Abunu Arega Pre-primary education constitutes a critical developmental phase, establishing essential foundations for cognitive, social, and emotional growth while shaping long-term academic paths. This study investigates practices, and determinants that influence quality service provision in preprimary schools within Gambella Regional State, Ethiopia. Utilizing a pragmatist philosophical paradigm, the research employs a convergent parallel design focuses on current implementation practices, teacher-related factors, parental engagement, learning resources and, supervision roles. Quantitative data were collected via questionnaires administered to 95 school principals and 190 pre-primary school teachers, while qualitative insights were derived from focus group discussions, semi-structured interviews, and observational protocols involving purposively sampled stakeholders, including regional education officials (n=5), zonal administrators (n=3), woreda education officers (n=28), and Parent-Teacher Association leaders (n=8). Findings revealed deficiency across multiple domains. Infrastructure deficits including insufficient physical learning spaces, facilities, and scarce pedagogical materials were compounded by weak supervisory mechanisms and misaligned integration between pre-primary and primary educational systems. Regression analyses identified teacher related factors as the strongest predictor of quality service provision (β=0.564, p<0.001), accounting for 56.4% of observed variance. Parental engagement emerged as a moderate yet significant factor (R²=0.113, p<0.05), correlating with enhanced literacy outcomes, stakeholder satisfaction, and student retention. Learning resource availability explained 35.2% of quality service provision variance (p<0.01), underscoring acute material shortages as critical barriers to effective implementation. The study revealed fragmented structures that lack clear accountability mechanisms. Prolonged underfunding has exacerbated the situation, leading to insufficient resource allocation, and limited community participation. These factors collectively undermine the region’s capacity to meet national pre-primary education standards. Theoretical implications highlight the necessity of adopting ecological models that integrate institutional, family, and resource-based variables in pre-primary education quality frameworks. Practically, the findings advocate for multi-tiered interventions: infrastructure modernization, evidence-based teacher professional development programs, and community driven parental involvement initiatives. Policy recommendations emphasize the urgent need for earmarked pre-primary education budgeting, and intersectional collaboration frameworks. This research contributes to global discourse on equitable early childhood education by elucidating context-specific barriers in immerged region while proposing actionable pathways for systemic improvement.

Juvenile Delinquency among Adolescents in Secondary Schools at Gambella administrative Town: Prevalence, causes and corrective strategies

Wed, 18 Jun 2025 00:00:00 GMT

Juvenile Delinquency among Adolescents in Secondary Schools at Gambella administrative Town: Prevalence, causes and corrective strategies Hoth Bidit Kong; Desalegn Garuma; Shambel Leta Juvenile delinquency significantly contributes for existence of anti-social behavior which causes political, social and economic instability of the country. In the region as whole juvenile delinquency behavior was disturbing peace and security. The study was aimed at assessing juvenile delinquency and social behavior the case of secondary school students located in Gambella town administration, South Western Ethiopia. Qualitative and quantitative approach was employed to conduct this study. Gambella Secondary School and Newland secondary school students were selected randomly from total secondary schools found in Gambella town. Using simple random sampling technique and purposive selection, 358 respondents were selected from 5292 of total respondents. Data was collected from primary source. Descriptive statistics and observational analysis was used to analyze data collected from respondents. The study finding shows that types of juvenile delinquency were gang involvement (hanging activities), exam malpractice (cheating) alcohol involvement, beatings, drug use behavior, robbery and ethnic conflict involvement. Causes of juvenile delinquency were also identified and includes Lack of communication with their families ( lack of advice from parents) peers influence, lack of social training, lack of income, broken family (divorce of mother and father), ethnic conflict, political instability and lack of literacy from parents. Concerning to corrective measures taken against juvenile delinquency behavior condemned the juveniles, parent child interaction training, using juvenile justice system, education and preparing recreation centers for juveniles, preparing awareness on effects of delinquency, identifying its causes and correcting it and training juveniles’ family on how to manage their children. Juvenile delinquency was potential problem in the study area because majority of villages and the towns were controlled by delinquent juveniles. This is because there was weak legal implementation to control delinquent boys and girls. Generally the study result concludes that there are so many numbers of causes of juvenile delinquency behavior which forms different types and a corrective measure taken was very weak. Therefore, it is recommended if local government finds solution for highly expanding juvenile delinquency behavior in the region by collaboratively working with juvenile parents, NGOs, school communities and other stakeholders.

Practice and Challenges of Instructional Leadership in Government Secondary Schools in Jimma Zone Oromia National Regional State, Ethiopia.

Sat, 22 Feb 2025 00:00:00 GMT

Practice and Challenges of Instructional Leadership in Government Secondary Schools in Jimma Zone Oromia National Regional State, Ethiopia. Mohammedsani Shesharif; Dereje Daksa; Abunu Arega The purpose of this study was to identify the level of Practices and Challenges of Instructional Leadership in Government Secondary Schools in Jimma Zone Oromia's national regional state. To conduct this study mixed method was employed with triangulation purposes. For data collection 70 teachers were selected by using systematic sampling techniques, and 24 school leaders were selected by using availability sampling techniques. There were 94 participants in respondents out of 408 populations. The data-gathering tools were principal instructional management rating scales questionnaires, and interviews. Both primary and secondary sources of data were used for the research. Quantitative data was analyzed by SPSS version 26 through descriptive statistics such as mean, standard deviation, and inferential statistics. Qualitative data was analyzed through narration. The findings of the study indicated that defining school goals, communicating school goals, coordinating curriculum, supervising& evaluating classrooms, monitoring student progress, promoting professional development, protecting instructional time, maintaining high visibility, providing incentives for teachers, and providing incentive for learning were moderately practiced.The study also identify the major challenges of instructional leadership .Such as, Lack of human resource ,absenteeism of students, Lack of financial resources, Lack of skill and training, Inconsistent monitoring and evaluation, Lack of cooperation from superiors and community, Lack of motivation of teachers and students, sociopolitical factors were affected instractinal leadership practice.Therefore, all stakeholders should be make effective instructional leadership may be beter to improve the teaching and learning process in secondary schools of Jimma Zone.

The Implementation of Pre-Primary School Curriculum in Jimma Zone: Focus On Agaro Town

Sat, 18 Jan 2025 00:00:00 GMT

The Implementation of Pre-Primary School Curriculum in Jimma Zone: Focus On Agaro Town Mustefa Teha Ababor; Wudu Melese; Temesgen Yadeta The primary purpose of the present study was to investigate the implementation of the pre primary school curriculum in Agaro Town. A descriptive survey design was employed, involving participants from 10 pre-primary schools, including 30 teachers and 10 principals. Additionally, 30 Parent-Teacher Association (PTA) members and 4 education office experts participated in the study. Teachers and PTA members were selected using stratified sampling techniques, while principals and education office experts were also chosen using purposive or availability sampling techniques. Data were collected through questionnaires, interviews, observations, and document analysis. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed using narration, verbatim accounts, and summaries of respondents' statements. Curriculum implementation is about turning curriculum plans into actual educational experiences in the classroom, ensuring that students receive a quality education and achieve the intended learning outcomes. The findings indicated that the pre-primary school curriculum in the studied schools was not well implemented as specified in the syllabi of the level at the study site. There were indoor and outdoor spaces, materials, equipment supply, and organizational support deficiencies. In addition, there were acute shortages of professionally skilled teachers. Teachers lacked awareness of the new curriculum, parental support in children's education was inadequate, and there were insufficient curricular materials and a lack of government support in providing educational materials and human resources. It is recommended that schools be equipped with the necessary tools and resources. The implementation of the pre-primary school education curriculum should receive due attention from the government and concerned stakeholders to improve existing practices.