School Leadership

PSYCHOLOGICAL CHALLENGE AND WELLBEING MECHANISM OF INTERNALLY DISPLACED PERSONS MAYA CITY

2025-03-19T06:03:58Z

PSYCHOLOGICAL CHALLENGE AND WELLBEING MECHANISM OF INTERNALLY DISPLACED PERSONS MAYA CITY Ased Umer Musa; (Ass Prof) Gemechu Abera; ( PhD.)Yirgalem Alemu; Maruf Mohammed Heyder The main objective of this study is to assess psychological challenge and wellbeing states of internally displaced persons from the Somali Regional State and resettled at the maya city. Quantitative data were collected through questionnaires from 130 IDPs who were selected by. Qualitative data were collected through interviews from purposively selected twelve respondents. The qualitative data were analyzed thematically. As a result of forced displacement, some people were gunshot by the Liyu police, some were beaten to death, and some became physically disabled as a result of worsts measures. Women were raped, beaten and part of their body was cut mercilessly. Pertinent to this, the displacement has also resulted in different negative social and economic consequences. Families were separated, have lost their loved ones and people’s social lives were disrupted. Furthermore, most of these people have lost their belongings, properties, business and their job because of their displacement. Different challenges are facing the displaced IDPs people dwelling in the studied resettlement site, including psychological, social, cultural and environmental challenges. Although lots of challenges and problems are facing these people, different wellbeing mechanism are being employed by the displaced people. Support from the government, and relatives, involving in income-generating activities by the displaced people and migrations to the different places were the major strategies to cope with the existing challenges. However, the displaced people were mainly dependent on government support for their survival. Finally, based on the finding of the study, the following recommendations were forwarded to the concerned stockholders to improve the situation of the displaced peoples from the Somali region. Thus, long psychological counseling services should be provided for these people; the government needs to allocate the necessary budget and resources for internal displacement crises and the government should develop policy and framework to deal with such kinds of issues. 84p.

THE RELATIONSHIP BETWEEN PARENTING STYLES AND PROSOCIAL BEHAVIORS AMONG ADOLESCENTS IN SOME SELECTED SECONDARY SCHOOLS OF HARAR CITY, ETHIOPIA

2024-12-31T07:18:09Z

THE RELATIONSHIP BETWEEN PARENTING STYLES AND PROSOCIAL BEHAVIORS AMONG ADOLESCENTS IN SOME SELECTED SECONDARY SCHOOLS OF HARAR CITY, ETHIOPIA Fikremariam Tesfaye Esayas; Endris Seid (Assis.Prof.); Tassew Mezgebu (Ph.D.) The aim of this study was to investigate the relationship between parenting styles and prosocial behaviors among adolescents in some selected secondary schools of Harar city. Quantitative data were collected through questionnaires from 230adolescents who were selected by stratified random sampling. The study was employed correlation research design. The data analysis used statistical techniques like percentage, Independent sample t-test, Pearson correlation and multiple regression analysis. The correlation result indicated only two significant correlation were found. That is, authoritarian parenting style was significantly and positively correlated with anonymous prosocial behavior (df= 228, r= .133, p= .044) and uninvolved parenting style was significantly and positively correlated with dire prosocial behavior (r= .141, p= .033).Multiple Regression analysis was performed and there was statistically significant contribution of parenting styles to prosocial behavior of students’ F= .357, P < 0.05. There was no statistically significant gender difference in overall pro-social behavior t (228) =.308, p =.764. However, there was significant mean difference between male and female adolescent students on altruism and public sub-type of pro-social behavior. Female adolescents were scored higher on mean score of altruism pro-social behavior(M = 3.44) than male(M = 2.80) adolescents. As well as male adolescents were scored higher on mean score of public pro-social behavior(M = 2.40) than female adolescents(M = 1.75).The current study has recommended that parents, schools, government and non-government sectors and practitioners who are concerned about promoting adolescents’ positive behaviors and performance and discouraging negative behaviors. 63

AUDIENCES' PERCEIVED EXPERIENCES AND PREFERENCES OF RADIO PROGRAMS: THE CASE HARAMAYA FANA FM 94.8 RADIO STATION

2024-12-25T07:00:01Z

AUDIENCES' PERCEIVED EXPERIENCES AND PREFERENCES OF RADIO PROGRAMS: THE CASE HARAMAYA FANA FM 94.8 RADIO STATION Yusuf Juhar; (Assi. Pro) Endris Seid; Bahar Adem (PhD) This study was aimed at examining audiences' perceived experiences and preferences towards radio programs broadcasted from Haramaya Fana FM 94.8 radio station. To achieve the study's stated objectives, qualitative descriptive research was used. Primary data were collected from 15 participants that were purposively selected from the targeted group of the study. The secondary data sources were obtained from published and unpublished documents and different research studies. The study found that audience perceived experiences and preferences emphasized on the significance of radio programs which inform, entertain, and educate audiences. Their engagement with specific programs reflects the station's role as a vital source of information and community connection. Participants' narratives underscore the complex interaction between radio program content and its design in shaping audience preferences for radio programs. Their experiences highlight the importance of content quality, emotional resonance, and social connection in fostering meaningful engagement with media content. This research puts forward recommendations for radio station management to increase transmission time for local programs such as ‘Chaya Fana and Muday’ to prevent listener dissatisfaction due to time constraints and invest on materials to minimize frequent interruption of radio programs due to absence of UPS. 61p.

CHALLENGES AND EXPERIENCES OF TEACHERS IN MANAGING DISRUPTIVE BEHAVIOR OF CHILDREN WITH DEVELOPMENTAL DISORDERS IN INCLUSIVE CLASSROOMS: YEKA SUB-CITY, ADDIS ABABA

2024-12-19T06:20:11Z

CHALLENGES AND EXPERIENCES OF TEACHERS IN MANAGING DISRUPTIVE BEHAVIOR OF CHILDREN WITH DEVELOPMENTAL DISORDERS IN INCLUSIVE CLASSROOMS: YEKA SUB-CITY, ADDIS ABABA BONTU DEREJE EJETA; Yirgalem Alemu Keery (PhD); Dawit Nagassa (PhD) This study investigated the challenges and experiences of teachers in managing disruptive behavior (DB) exhibited by children with developmental disorders within inclusive schools located in Yeka Sub-city, focusing on children with Down syndrome. Employing a concurrent parallel mixed-methods design, the research utilized a census method due to the limited population size. All ten inclusive schools in Yeka Sub-city were recruited, resulting in data collection from 88 teachers. Quantitative data from participants were analyzed using descriptive statistics and inferential statistic, while thematic analysis was applied to interview data. Findings revealed inattentive and hyperactive symptoms of Attention Deficit Hyperactivity Disorder (ADHD) as a common form of DB in CWDS. Teachers primarily employed preventive strategies, including creating engaging learning environments and utilizing diverse teaching methods such as physical materials, choice-based tasks, storytelling, and songs. The study identified key challenges faced by teachers, including overcrowded classrooms, limited resources, and, parental expectations. The study also identified a statistically significant difference in how regular and special education teachers manage disruptive behavior and the challenges they face. Special education teachers utilized a wider range of preventative and intervention strategies, suggesting a potential skills gap among regular teachers in managing disruptive behavior in inclusive classrooms effectively. The study concludes that special education teachers are better equipped to manage disruptive behavior than regular teachers in inclusive classrooms. The study recommended specialized training for regular teachers to improve their skills in inclusive classrooms. The study acknowledges limitations and suggests future research directions. The research acknowledged its limitations and suggested directions for future research. 103