https://repository.ju.edu.et//handle/123456789/4835 Fri, 17 Apr 2026 11:23:23 GMT 2026-04-17T11:23:23Z https://repository.ju.edu.et//handle/123456789/5227 School based decision making and its implmention in jimma zone secondary schools Gadise Lem The main objective of this study was to investigate the school based decision making and its implementation in secondary schools of jimma zone. To conduct this study descriptive survey design was employed. Out of total population o f 241 respondents 42 teachers,15 principals and 19 PTSA members were selected by simple random sampling methods ,while principals by purposive and PTSA members were selected by availability sampling methods Or techniques the data were gathered through questionnaire, FGD and document analysis data gathered through questionnaires were analyzed through quantitative approaches using percentages, mean standard deviation and the independent sample t- test where as data obtained through FGD and document analysis were qualitatively analyzed. The major finding of the study disclosed that decision making process secondary schools were practiced less than the expected level which needs improvement in the school communities‘ involvement such as in school budget preparation and disciplinary issues were involved at medium level in decision making areas such as setting learning objectives and co curricular activities .the study also revealed that students were not fully participated in school decision making in most sampled schools .besides .the study indicated that in its implementation few school leaders were not sufficiently effective in encouraging stakeholders and making decision. More over fear of risk taking and un willingness to share decision with stalk holders were found to influence school decision making .it was thus concluded the participation of teachers ,PTSA and students in areas of school decision making was medium. This is likely to affect the overall activities of the school in general and teaching learning process in particular. Thus it is recommended that school leaders are expected to make informed decision through active involvement of school leaders are expected to work cooperatively to reduce fear of risk taking, create strong sense of ownership moral and recognition among stalk holders‘ and encourage parents to show greater interest in their children‘s education. Tue, 01 Jan 2019 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/5227 2019-01-01T00:00:00Z https://repository.ju.edu.et//handle/123456789/5209 Leadership Practices and Students Academic Achievement in Secondary Schools of Illu Aba Bora Zone Tsegaye Asrat The purpose of this study was to examine the relationship between school leadership practice and students’ academic achievement in terms of leaders’ the five exemplary leadership practices. It also attempted to assess the extent to which leadership is effectively practiced and the difference on the leadership practice in the secondary schools of Ilu Aba Bora Zone. The study employed a correlation design and Quantitative method. Among 14 weredas in the zone, 7 were selected by simple random sampling technique and from woredas (7) target secondary schools were selected randomly. Data for the study were collected through questionnaires. Questionnaires were prepared and administered to 106 teachers selected by using simple random sampling techniques and 74 school leaders. The Leadership Practice Inventory (LPI) was employed to collect quantitative data. To check the relation of leadership practice and student academic achievement grade ten national exams obtained from zone education office. The data collected were analyzed by using descriptive statics a percentage, means, standard deviation and inferential statics, an independent sample t-test, one way ANOVA and Person correlation were employed to analyze quantitative data used by computing the data. The findings of this study revealed that the aggregated five leadership practices of both leaders (M=3.63, SD=0.855) and teachers (M =3.43, SD=0.862) agreed that leadership practices to support students’ academic achievement. The result also shows statistically there is no significant difference exists between perceptions of school leaders and teachers regarding the five leadership practice and poor performance of students’ academic achievement. Results also showed that the combined leadership practices have positive relationship between leadership practice and students’ academic achievement (r=.297, n=7, P> 0.05). The result also suggests that there is a moderate insignificant association between leadership practice and students’ academic achievement. The result also shows there is significant difference exists among the sample schools on leadership practices. Furthermore, lacks of training, lack of experience, unavailability of educational resources are among the major factors that hinder school leadership practice. Generally, from the findings of the study, it was concluded that leadership practices have indirect and moderate relationship with students’ achievement. It also school leaders are not effectively playing their leadership roles to improve student achievement due to limitations of capacity and other resource constraints found in the school. Therefore, it was recommended that Zone Education Offices and the Regional Education Bureau should build the leadership capacities of the school leaders by providing necessary leadership training and technical, material and professional support to secondary schools. School leaders should also be strongly committed to having instructional leadership roles and use more of the combination of the five exemplary leadership practices to improve students’ academic achievement. Tue, 01 Jan 2019 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/5209 2019-01-01T00:00:00Z https://repository.ju.edu.et//handle/123456789/4866 Practices and challenges of instructional supervision: the case of government primary schools of haramaya woreda, in east harerghe zone, oromia regional state. Hamza dawid The purpose of this study was to assess the practices and challenges of instructional supervision in primary schools of Haramaya Woreda. Descriptive survey design was employed to see the actual facts and practices in the existing situation and to forward possible suggestions. 159 teachers out of 284teachers and 15 principals, 15 cluster supervisors were identified and involved in the study. Teachers were selected from 15 schools using simple random sampling techniques. While school’s principal and cluster supervisors were selected via availability sampling. Furthermore; purposive sampling technique was employed to select 5 HWEO teacher development experts. Thus, 186 respondents filled and returned the questionnaires. An interview was held with 5 HWEO teacher’s development experts. Data were collected using questionnaire, semistructured interview and document analysis to maintain reliability. Quantitative data collected through closed ended questionnaires were analyzed using mean scores and “F‟ test by using SPSS version 20. The data gathered through open ended question, semi-structure interview and document analysis were qualitatively analyzed to triangulate the quantitative data obtained. The finding of the study revealed that the practice of instructional supervision in major function of supervision and clinical supervision instructional supervisors were not in a position of shouldering their responsibility sufficiently. Besides to that lack relevant training, lack of transparent communication between supervisors and teachers, lack of supervision guidelines and the supervisors are overloaded with classroom activities and administrative tasks are identified as the major problems. Based on the result it recommends that, conducted class room observation, open discussion between supervisors and teachers has to be made on the practice, supervision option, provision of training for supervisors and teachers and developed clear guidelines on instructional supervision Mon, 01 Jan 2018 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/4866 2018-01-01T00:00:00Z https://repository.ju.edu.et//handle/123456789/4852 Access and Assessment: Mechanisms to Foster Independent Learning Tekle Ferede This article attempted to review Lemanski’s (2011) study that explored the impact of assessment and access to resources on students’ independent study/reading habits. Using content analysis, the review made a brief assessment of the introduction and examined the objectives, the literature review, the study context, the methodology and the findings of the stated work. Then, it established a conclusion based on the analysis of these components. The review revealed that Lemanski’s study is of good quality for its concise and informative introduction, clear and achievable objectives, fairly comprehensive and critical literature review, relatively appropriate and elaborate methodology, relevant and well-described findings out of which emerges a sound conclusion. However, some limitations such as lack of clear theoretical framework, weakly explained research setting, inadequate statistical rigor and failure to devote separate sections for the objectives and the findings have been identified. On this basis, the review recommended that the study can be replicated and the findings implemented with certain adaptations. Sun, 01 Jun 2014 00:00:00 GMT https://repository.ju.edu.et//handle/123456789/4852 2014-06-01T00:00:00Z