College of Education and Behavioral Sciences

LEADERSHIP PRACTICES AND POLICY DIRECTIVES IN REVITALIZING ACADEMIA-RESEARCH PUBLICATION IN ETHIOPIAN PUBLIC UNIVERSITIES

2026-06-22T07:15:59Z

LEADERSHIP PRACTICES AND POLICY DIRECTIVES IN REVITALIZING ACADEMIA-RESEARCH PUBLICATION IN ETHIOPIAN PUBLIC UNIVERSITIES Maruf Abdela Abibaker; Dereje Demise (PhD; Bahar Adem (PhD; Feyera Dinsa (Ph.D.) The main purpose of this study was to investigate leadership practices and policy directives in revitalizing academic research publications within Ethiopian public universities. To achieve this goal, the study adopted an explanatory sequential research design grounded in pragmatism. A total of 378 academic staff, 142 academic leaders, and 21 research experts were selected using multistage and purposive sampling techniques. Quantitative data were gathered through questionnaires, while qualitative data were collected via interviews and document reviews. Quantitative data analysis employed descriptive and inferential statistics, including frequency, percentage, multiple regression, structural equation modeling, Pearson correlation, and one- and two-way ANOVA. Qualitative data were analyzed using thematic analysis. The findings revealed a strong and positive correlation between leadership practices, policy directives, and academic research publications. With F (2,542) = 672.316, P < 0.001, the R2 value of 0.722 indicated that 72.2% of the revitalization of academic research publications could be attributed to leadership practices and policy directives. Leadership practices and policy directives significantly influenced research publication revitalization (B = 0.380, P < 0.001), though policy directives had a slightly weaker effect (B = 0.270). Among leadership practice models, "model the way" emerged as the strongest predictor, showing a positive and significant effect (B = 0.505, P < 0.001) on revitalizing academic research publications. However, "enable others to act" (B = -0.049) and "challenge the process" (B = -0.128) demonstrated negative and statistically insignificant effects, highlighting challenges in translating these behaviors into tangible improvements in research output. The qualitative analysis emphasized the critical role of factors such as funding, skill development, collaboration, incentives, equitable resource distribution, and journal indexing. Additionally, gaps in the implementation of research policies were identified within Ethiopian public universities. The study recommended organizing awareness workshops and providing training for leaders and policymakers. Further recommendations were directed at university leadership and policymakers, urging them to address key factors to effectively enhance academic research publications 243p.

THE PRACTICE AND CHALLENGES IN LEADING TEACHERS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF DAWA ZONE, SOMALI REGIONAL STATE, ETHIOPIA

2026-06-22T07:12:09Z

THE PRACTICE AND CHALLENGES IN LEADING TEACHERS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF DAWA ZONE, SOMALI REGIONAL STATE, ETHIOPIA Hassan Bishari Edin; Tadesse Hailu (PhD); Abdela Yuya (PhD) This study assessed the practices and challenges of leading teacher professional development in secondary schools in Dawa Zone, Somali Regional State, Ethiopia. It focused on three key questions and adopted a descriptive survey design, integrating both quantitative and qualitative methods for a comprehensive analysis. The sample comprised 117 participants from a population of 174, using purposive, stratified, and simple random sampling techniques. Participants included 88 teachers, 4 principals, 17 continuous professional development facilitators, 4 vice principals, 3 woreda supervisory experts, and 1 zone expert. Data were collected through questionnaires, focus group discussions, interviews, and document analyses. All 88 teachers completed the questionnaire, with their closed-ended responses analyzed using percentages and mean scores, while qualitative insights from interviews and open-ended questions were narrated descriptively. Findings indicated that teachers’ engagement in professional development activities, such as mentoring and conducting action research, was inadequate, and that principals and supervisory personnel offered insufficient support. Major challenges identified included a lack of training manuals, irrelevant training materials, limited trained facilitators, low support for professional growth, inadequate budgets, and school systems not meeting teachers' needs. To address these issues, the study recommended that teachers utilize school-based continuous professional development opportunities and that education officials, principals, and senior teachers actively support teachers by fostering an environment conducive to skill development. 68p.

EXPLORING PSYCHOSOCIAL EXPERIENCES OF STREET GIRLS’ LIFE IN SOME SELECTED KEBELES IN DIRE DAWA CITY, ETHIOPIA

2026-06-22T06:55:57Z

EXPLORING PSYCHOSOCIAL EXPERIENCES OF STREET GIRLS’ LIFE IN SOME SELECTED KEBELES IN DIRE DAWA CITY, ETHIOPIA Hailu Sisay; Gemechu Abera (Associate Prof.); Yirgalem Alemu (PhD, ) This study explores the psychosocial experiences of street girls in selected Kebeles of Dire Dawa City, Ethiopia, employing a qualitative research approach with a phenomenological research design to explore their lived experiences. The study aims to identify the push factors contributing to street life, investigate the psychosocial challenges faced by street girls, analyze their coping mechanisms, and assess the availability and effectiveness of psychosocial support systems. A total of 20 respondents, including 10 street girls and 10 key informants, were selected using convenience and purposive sampling techniques, respectively. Data were collected through unstructured interviews, systematic observations, and an analysis of policy documents related to street children. Thematic analysis was employed to interpret the qualitative data. Findings reveal that street girls experience severe economic hardship, social stigma, and psychological distress due to trauma, abuse, and poverty. Coping strategies often involve reliance on peer networks and substance use. The study highlights the inadequacy of existing psychosocial support systems and underscores the urgent need for comprehensive and accessible interventions. The results further indicate that economic deprivation, family instability, and social factors significantly contribute to the vulnerability of girls to street life, resulting in profound psychosocial consequences. Strengthening psychosocial support mechanisms is critical to enhancing resilience and improving the mental well-being of street girls. The study recommends targeted interventions, including income-generating opportunities for families, structured psychosocial support programs, enhanced coordination among stakeholders, policy amendments, and further research on the root causes and psychosocial implications of street life among girls in Dire Dawa 93p.

ACADEMICS' BELIEFS AND PRACTICES REGARDING CURRICULUM INTERNATIONALIZATION IN ETHIOPIAN RESEARCH UNIVERSITIES AND ITS CONTRIBUTION TO GRADUATE’S EMPLOYABILITY

2026-06-22T06:51:57Z

ACADEMICS' BELIEFS AND PRACTICES REGARDING CURRICULUM INTERNATIONALIZATION IN ETHIOPIAN RESEARCH UNIVERSITIES AND ITS CONTRIBUTION TO GRADUATE’S EMPLOYABILITY Habtamu Teshome Negash; Yilfashewa Seyoum (PhD); Derebssa Dufera (PhD; Samuel Assefa (PhD Universities are expected to respond to the opportunities and challenges posed by globalization as they increasingly prepare young people for global labor markets and interconnected societies. Hence, this study investigated the beliefs and practices of academics in Ethiopian research universities regarding curriculum internationalization and its contribution to graduates’ employability. To do this, a convergent parallel mixed-methods design was employed. The quantitative data were collected through a questionnaire from 415 randomly selected academics across four universities: Addis Ababa University, Jimma University, Hawassa University, and Bahir Dar University. The qualitative data were gathered through interviews, focus group discussions, open-ended survey items, observations, and document reviews and were analyzed thematically. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, and standard deviations, as well as inferential statistics including Pearson Product-Moment Correlation (r), two-way ANOVAs, and standard regression. The study found that while academics generally believe in the importance of curriculum internationalization, their practices lag behind their beliefs, particularly in integrating global perspectives into curricula, teaching methods, and assessments. Quantitative results revealed no significant differences in beliefs about curriculum internationalization across different disciplines and universities. However, curriculum internationalization practices varied significantly by discipline, particularly between hard/applied and soft/pure fields. The study also found a negligible correlation between academics' beliefs and practices regarding CI. Nevertheless, CI practices significantly contributed to graduates' employability, accounting for 31% of the variation in the development of graduates’ employability attributes. Qualitative findings supported these results, emphasizing the need for a balance between global and local perspectives in the curriculum. The study concludes that despite academics’ acceptance and some of their practices regarding curriculum internationalization, significant challenges remain, particularly in fostering practical engagement and ensuring that graduates are prepared for the global job market. Key barriers to curriculum internationalization include resistance to change, limited English proficiency, and resource constraints, while enablers include institutional commitment, internationalization policies, and international collaborations. These findings underscore the need for clearer alignment between curriculum internationalization policies and practices to enhance the international competitiveness of Ethiopian graduates. The recommendations call for Ethiopian research universities to enhance diversity through the recruitment of international academics and students, develop intercultural curricula, and strengthen ties between academia and industry. Both universities and the government should work together to create clear strategies for curriculum internationalization, ensuring alignment between beliefs and practices, and implementing quality assurance systems. The government should support these efforts through funding, policy incentives, and streamlined visa processes. Additionally, future research should expand on this study by including more diverse institutions, conducting longitudinal studies, and exploring the impact of external factors on curriculum internationalization practices 269p.