Educational planning and management

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.

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.

Practices and challenges of educational Materials management in anyewa zone Government secondary schools: Gambella Regional state

Sun, 01 Dec 2024 00:00:00 GMT

Practices and challenges of educational Materials management in anyewa zone Government secondary schools: Gambella Regional state Meskeleysus Mengesha; Mitiku Bekele; Frew Amsale The primary purpose of this study was to assess the practices and challenges of educational materials management in Gambella Regional State, Anyewa Zone government secondary schools. To meet the research objectives, utilized descriptive survey design. This design helps to obtain current practices of educational materials management and first-hand information from multiple sources. In this study, one hundred twenty-eight (128) sample respondents were selected using simple random and purposive sampling techniques. Mixed research methods were employed for this study; this methods is triangulate sources of data for this study, and mixed methods also overcome the weakness of one sided data sources. Tools of data collection include questionnaires, observations and interviews. The quantitative data were analyzed by using SPSS version 26; analyzed by using mean, SD, frequency, and chart and graph. The qualitative data were presented in text. Finally, this study identified a low level of EMM practices in Anyewa Zone Government secondary selective schools, with a mean of 2.51 and an SD of 1.03. The study also identified the rare level of the role of principals, teachers and PTSA participation to full fill there responsibility regarding to EMM. So, Teachers and principals are also advised to commit to participate in all educational materials management function of planning, maintenances and disposal system of educational materials management. The study to conclude there is low level educational materials planning, maintenances, storage and disposal system. This study to improve the practices of Educational materials management in Anyewa Zone government secondary schools, that significance benefits schools goal achievement and eliminate school cost. Finally the researcher advised the teachers, school principals and PTSA members of the school management committee has to give due attention for effectiveness of educational materials management. The effective EMM practice potentials factors for to improve the student academic achievements and educational materials coast elimination in Anyewa Zone government secondary schools.

Educational Leadership Practices in Primary Schools of Bench Sheko Zone

Sun, 27 Nov 2022 00:00:00 GMT

Educational Leadership Practices in Primary Schools of Bench Sheko Zone workineh hailu; Frew Amsale; Dereje Daksa The purpose of the study was to examine the practice of educational leadership in primary schools. The case of guraferdaworeda bench sheko zone. The study employed descriptive survey method and was conducted in eight primary schools. To collect the relevant data questionnaire, interview and document analysis were used during the study. Data was gathered from 80 teachers, 12 school principals and vice principals, 4 supervisors,5 educational office heads and stakeholders and were analyzing using five rating scales and mean. The participants of the study were selected randomly and conveniently based on their responsibility. The review of literature focused on leadership in education within this concept, the concept of leadership, theoretical background of leadership, leadership styles, leadership skills of leaders and managerial functions of school leadership. Descriptive survey method was supported by qualitative study that was employed to study the practices. To collect the relevant data questionnaire of both closed and open ended questions were used. Interview and document analysis were conducted during the study. Accordingly, questionnaire was prepared to be filled by teachers and principals, and interviews were administered for cluster supervisor and educational office heads and stakeholder. The data obtained through questionnaires were analyzed using statistical tool such as mean. On the basis of this data principals are found to be less effective in their leadership due to lack of experience and qualification in the profession. Finally, based on the findings and conclusions, recommendations were made on capacity building and empowering of principals to do their work effectively, in turn, encouraging participatory approach of leadership. Furthermore, bench sheko zone, guraferdaworeda education sector and other concerning body are responsible to give directives and guidelines in the case that whenever shortcomings and gaps are observed and the schools should work hard on implementing school improvement programs to improve school community relations. From the findings of the study the researcher conclude that leaders have a great gap to improve schools and school program me. The overall recommendation of the study was to improve Leadership aspiration, awareness creation and raising program should be conducted through providing training, workshops and experience share.