Educational Leadership and Management

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.

THE RELATIONSHIP OF PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS JOB SATISFACTION IN JIGJIGA SECONDARY SCHOOL

2026-06-22T06:20:32Z

THE RELATIONSHIP OF PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS JOB SATISFACTION IN JIGJIGA SECONDARY SCHOOL BASHIR ADAM MUHUMED; Tadesse Hailu (PhD); Feyera Dinsa (PhD) The primary aim of this research was to examine the impact of leadership style on teachers' job satisfaction in secondary schools located in Jigjiga city. To achieve this, a mixed-methods explanatory design was employed, integrating both quantitative and qualitative research approaches. The study utilized a combination of primary and secondary data sources to ensure a comprehensive analysis. A convenience sampling method was used to select teachers from the secondary schools in Jigjiga. Out of a total population of 200 teachers, 160 questionnaires were distributed, with 153 valid responses (95.6%) included in the analysis. Quantitative data were analyzed using SPSS software, version 26, employing descriptive statistics such as frequencies, means, and standard deviations, alongside multiple regression analysis to identify relationships between leadership styles and job satisfaction. The findings revealed a significant relationship between teacher job satisfaction and two leadership styles: transformational and laissez-faire. Notably, transformational leadership was found to have a stronger and more positive impact on job satisfaction compared to laissez-faire leadership. Additionally, the study identified transformational leadership as the most prevalent leadership style among school leaders in Jigjiga. Based on these findings, the researcher recommends that secondary school leaders in Jigjiga adopt a transformational leadership approach to enhance teacher job satisfaction, foster a more motivated workforce, and ultimately improve institutional performance 78p.

Leadership Practices towards Attaining Integrated Functional Adult Education in Bale Zone Ginnir District

2026-06-18T06:44:03Z

Leadership Practices towards Attaining Integrated Functional Adult Education in Bale Zone Ginnir District Garedew, Abera LIST OF FIGURE Figure 1: National Adult Education board and technical committee structure 12 Leadership Practices to words Attaining Integrated Functional Adult Education in Bale Zone Ginnir Woreda ABERA GAREDEW ABSTRACT The purpose of this study was to investigate Leadership Practices towards Attaining Integrated Functional Adult Education in Bale Zone Ginnir District.For this study ,descriptive research design was employed;Both qualitative and quantitative data were gathered through questionnaire, interview and document analysis. Data were gathered from 6 cluster resource center, which is 32 integrated functional adult literacy center directors, 68 integrated functional adult literacy facilitators, 6 educational experts and 6 cluster resource center supervisors from the selected 6 integrated functional Adult Literacy centers. The six integrated functional adult education centers were selected by using simple random sampipling and availible sampling. Two separate set of questionnaires were prepared to be completed by integrated functional adult literacy facilitators and school principals. The interview was employed to the educational experts cluster resources center supervisors.The findings from data analysis showed that some of the integeated functional adult literacy program was affected by lack of budget to implement and develop the program successfully, lack of practical stakeholder’s participations and involvement in the integrated functional adult literacy program, low attention given to the program in providing supervision and support, assignment of untrained facilitators, unavailability of learning materials and poor understanding about integrated functional adultl Literacy program. Therefore, to alleviate these problems, allocation of necessary budget and mobilization of resources through different machanism such as fund raising from communities and government bodies,to encouraging integrated functional adult literacy stalkholders participation building their capacity.Training of facilitators, improving the amount of their payments and solving their problems, developing relevant integrated functional adult literacy curriculum, constructing IFAL centers equipping with the necessary educational materials and facilities, developing learners attitudes and interest towards the program were suggested. 79