Ethiopian Journal of Education Studies

Evolution of Leadership Theories and their Implications for Educational Settings

Dr Habtamu Gezahagn (Asso. Prof.) — 2024-12-31

This paper aims to explore the evolution of leadership theories and their implications for educational settings. The review employed a qualitative content analysis, following a naturalistic paradigm. Leadership theory has evolved over time and different theories have emerged. The traditional ones include the Great Man Theory, which states that leaders are born with certain qualities that make them destined to lead while the Trait theory suggests that effective leaders can be born or made, and certain characteristics are necessary. The Behavioural theory focuses on the actions of leaders, rather than their traits. As period went on, contingency and situational theories emphasized the importance of environmental factors. In the modern era, the emphasis is shifted to the interactions between the leader, followers, and situation. This led to theories like shared, collective, collaborative, and inclusive leadership. Lastly, intricacy leadership emerged, which focuses on the entire organizational system. These developments in leadership theories have contributed to a more nuanced understanding of effective leadership in educational settings. This evolution has significantly impacted educational settings, shaping the approach of leaders in their roles and responsibilities. Leadership theories in education have moved from focusing on individual traits to a more holistic understanding that recognizes leadership as a social process. This shift has emphasized the importance of collaboration, shared decision-making, and empowering others within educational institutions. Effective leadership in education now goes beyond the traditional hierarchical model, encouraging leaders to adopt transformational, servant, and distributed leadership approaches. These theories highlight the importance of building strong relationships, fostering a positive school culture, and empowering teachers and staff in decision-making. Since, no single theory can fully encompass all aspects of leadership in today's complex world, it is crucial for educational leaders to adapt and apply relevant approach (s) (embracing a combination of different leadership theories) that align with the institution’s aspirations and needs to create positive changes and provide quality education

Inclusive Early Childhood Education in Ethiopia

Tadesse Tedla — 2024-12-31

The main purpose of this study was to explore an inclusive early childhood education in Ethiopia with respect to O-class. A case study design was employed to achieve the study's goals. Parents, O-class teachers, school administrators, special needs experts, and early childhood care and education specialists took part in the study purposively and comprehensively selected. Interview, focus group discussion, and observation were used to collect data and were analyzed thematically. Results: The O-class was the new practice in the education system of the country to be taken as opportunity. Lack of teachers with the necessary training, funding, resources and facilities, parent’s awareness and participation, parent-teacher networking, and up to the standard early childhood care and education programs were reported as challenges. Conclusion: The practice of an in inclusive O-class mainly for children with disabilities has to be celebrated that the children were all in all denied the right to education in these schools in recent years back, it is being challenged by several factors though. Recommendations: The government should employ O-class teachers who have received the appropriate training and allot a sufficient budget to meet the needs of children with and without disabilities in these schools.

The Practice of Contextualizing English Language Activities to Enhance Students’ Learning: the case of technology villages of Hawassa University

Kebebush Kebede Kassa — 2024-12-31

The major objective of this research was to investigate the practice of English language teachers’ practice of contextualizing English language activities to the real life situations of their students. The research tried to answer the basic questions that focus on how classroom teachers adapt activities in English language textbooks to the context of their students, and what factors were hindering teachers’ contextualization of activities. To achieve the purpose and answer the basic questions mixed methods research was used. Data was collected from English language teachers and their students. The data was collected through questionnaire, semi-structured interview, and focus group discussion. The result of the research revealed that teachers’ practice on contextualizing activities is weak. Teachers were using activities in student textbooks without modification. The teachers were not preparing various instructional materials, and were not using various instructions strategies to present their lessons. The teachers’ grouping of students was problematic, and the teachers were not providing ample and varied time to students to accomplish the activities at hand. Teaches identified lack time, lack of knowledge, large class size, lack of professional support as factors hindering their practice on contextualization. Based on the findings implications were forwarded.

Contributions of Laboratory Practical Works to Quality of Science Teaching-learning Process and Student Learning Engagement in Hawassa City Administration

Sisay Girma — 2024-12-31

The study examined the effects of science laboratory practice on quality of teaching-learning process and student’s learning engagement in classrooms in secondary schools’ classrooms. The study employed mixed method with quantitative driven embedded mixed (QUAN+qual) design. The researchers selected seven secondary schools from sixteen secondary schools using simple random sampling technique. The researchers selected 477 samples: 75 natural science teachers, 7 laboratory technician, 5 supervisors, 10 principals and 380 students using simple random sampling, availability, purposive and stratified followed by simple random sampling techniques, respectively. The researchers collected data from both primary and secondary sources using self-constructed questionnaires, unstructured interview, observation and document reviews. The researchers analyzed quantitative data using descriptive and inferential statistics and narrated qualitatively. The findings showed that laboratory practice is important for proper implementation of biology, chemistry and physics curricula. The learning experiences and activities of teachers and students did not align with the learning objectives. While the application of laboratory has values to the quality of teaching-learning process, the shortages of apparatus and equipment caused poor performance of students and inequitable quality of teaching-learning process. The study recommends that principals, supervisors, science teachers and laboratory technicians should be responsible bodies to improve students and teachers' participation in laboratory practical works by fulfilling necessary laboratory facilities and equipment.

21st Century Skills and their implications in Teaching English as a Foreign Language

Habtamu Walga — 2024-12-31

21st-century skills are a set of competencies considered essential for success in the modern world. When it comes to teaching English as a foreign language (TEFL), integrating these skills into the language learning process can enhance students' language proficiency, critical thinking abilities, and readiness for the globalized world. This paper reviewed some implications of 21st-century skills in TEFL. For instance, TEFL instructors can emphasize interactive and communicative activities to promote effective verbal and written communication. They can also incorporate activities that encourage students to think critically, analyze information, and solve problems using English language skills. In addition, creativity and innovation can be applied by providing opportunities for students to express their creativity and think innovatively in English. Global and intercultural awareness are also implied by exposing students to diverse cultures and perspectives. By exposing students to a variety of language contexts and helping them adapt to different communicative situations, they can develop adaptability and flexibility. Finally, integrating real-world tasks, such as job interviews, presentations, and negotiations, can help students develop language proficiency in professional and practical contexts.

Dynamic Factors Affecting Undergraduate Health Science Students’ Learning Engagement, Academic Performance and Achievement at Hawassa University, Ethiopia

Girma Moti Geletu — 2024-12-31

The study investigated dynamic forces affecting undergraduate health science students’ learning, academic performance and achievement. The study employed mixed method with embedded mixed design. A total of 238 participants were selected using availability sampling, simple and stratified random sampling techniques. Questionnaires, focus group discussion, observation and document analysis were used to collect data. The data collected through questionnaires were analyzed using descriptive and inferential statistics and those collected through focus group discussion, document review and observation were qualitatively narrated. The findings of the study revealed that although there were many attempts to enhance students’ learning participation and academic performance, the in-campus and off-campus dynamics are affecting learning engagement, academic performance and achievement of health science students. The demographic factors such as gender, family education and socio-economic status, quality of previous high school, student’s admission point and medium of instruction played significant roles in determining students’ learning, performance and achievement. The willingness, motivation, commitment and competences of students, instructors and management bodies were crucial dynamic forces affecting academic performance of students. The qualities of educational inputs, educational processes, support staff services and curriculum materials should contribute to quality of students’ learning participation, academic performance and achievement.

A Single Case Study on Tabor Secondary School Teachers’ Engagement in Action Research Activities in Hawassa City Administration

Akililu Yihum Adige — 2024-12-31

Action research has a potential to produce change quickly because the research is carried out by educators in their own work settings. Action research serves to enhance the professional skills of educators, advance our knowledge, and improve educational processes and outcomes. Teachers involved in action research develop both personal knowledge and sensitivity about their practices and contribute to the professional knowledge of their field. To bring about this effect, teacher’ participation in action research is indispensable. Thus, the main objective of this research was investigating the status of secondary school teaches engagement in action research. To achieve this purpose single case (embedded design) was used. Hawassa Tabor Secondary School was selected as a case for this research based on its long and rich experience in secondary education the teachers’ long experience of teaching in the school. The data were collected through document analysis, FGD, and semi-structured interview. The data that were analyzed through qualitative method revealed that teachers’ engagement in action research is at rudimentary level. Though teachers have positive perception towards action research, they were not conducting action research following the accepted steps of action research. Lack of recognition for researches, lack of financial support, lack of time, lack of technical support, lack of cooperation and coordination among fellow teachers were the factors mentioned to hinder the teachers’ enragement in action research. Based on the findings, the implications for Education Office, to the case school, and the secondary school teachers were forwarded.

An inquiry on the practice of ‘Reflective teaching’ among Secondary school teachers to bridge theory-practice gap in their professional service: the case of Secondary schools in technology villages on Hawassa University

Firehiwot Berhanu Kibret — 2024-12-31

The purpose of this research was to explore the status of secondary school teachers’ engagement in reflective practice. The types of reflection in which secondary school teachers are engaged in, and the factors hindering the teachers’ engagement in reflective practice were the two basic questions to be answered by the research. To achieve the purpose of the research and answer the questions, mixed methods research design was used. The data were collected from secondary school teachers through questionnaire and focused group discussion. The findings of the research revealed that teachers were not engaged in reflective practice. Teachers' weak planning and evaluation of their lessons before implementation affected their reflection for-action; their weak focus on the effectiveness of their lessons during implementation affected their reflection-in-action, and their weak trend of evaluating the effectiveness of their lesson after implementation affected their reflection on-practice. From the data analysis, the factors which affected the teachers’ reflective practice were identified, and the implications of the results were indicated.