http://ir.bdu.edu.et/handle/123456789/10 2026-08-27T18:25:50Z 2026-08-27T18:25:50Z Mekuriaw, Mengistnew http://ir.bdu.edu.et/handle/123456789/17072 2026-08-26T07:19:01Z 2022-06-01T00:00:00Z

An Investigation of Teachers’ Self-regulation in Secondary School Science Teaching and School Factors: Self-efficacy Belief as Mediator Mekuriaw, Mengistnew The purpose of this study was to investigate science teachers’ self-regulated teaching practice in secondary schools and the relationship between school factors and self-regulation using teaching self-efficacy belief as mediator in South Gondar zone. An explanatory sequential mixed method with co-relational survey design was applied. The participants were 302 science teachers (chemistry, biology and physics) from the total 63 secondary schools only 9 were selected using random sampling method. The 302 participants were selected using comprehensive sampling. Descriptive statistics, t-test (both one sample and independent), multiple regressions and structural equation modeling were used for quantitative data analysis; thematic transcription and interpretations analysis were used for qualitative data. The quantitative results indicate that teachers of the study area reported as they are implementing self-regulated science teaching. The interview analysis result also confirms that teachers perceived as they are implementing self regulated teaching with low conceptual understanding and knowledge of self-regulation. The descriptive statistics explained that teachers implement preparatory phase of self-regulation more than performance and reflection phases. But, the qualitative result shows somewhat differently in which half of the participant’s lack planning and selecting strategies from preparatory phase and implementing performance and reflection phases better than preparatory phase. The multiple regression analysis result shows that teachers’ gender and teaching experience were not found significant predictor of self-regulated teaching; however, the independent sample test and qualitative data identify that female teachers are more effective than their male counter parts in their self-regulated science teaching. Moreover the structural equation model analysis result informs that among school factors, only professional learning community practice (PLC) was found to have a significant positive effect on self-regulated teaching both directly and indirectly. Science teaching efficacy belief plays its meditational role in the relation between PLC and SRT but not for science teaching resource availability (STRA) and SRT. Other researchers who are concerned on the issue are recommended to conduct an experimental research and its effect on students’ outcome to show its significant impact on teachers’ teaching effectiveness and to conduct an instrument validation study. Self-regulated teaching concept would bring teaching quality of teachers if incorporated in their training system. Results’ implications are indicated in chapter 5.

2022-06-01T00:00:00Z Getanew, Gizachew http://ir.bdu.edu.et/handle/123456789/17070 2026-08-26T07:05:18Z 2022-08-01T00:00:00Z

Examining the Predictive Effects of Organizational Culture On Employees’ Job Performance: The Case of Bahir Dar Textile Share Company Getanew, Gizachew This study was conducted to examine the predictive effects of organizational culture on Employees’ Job Performance in particular case of Bahir Dar Textile Share Company. Random sampling was employed to select 285 sample employees out of total 1100 employees and Bahir Dar textile Share Company’s. Out of 285 selected employee respondents 268 respondents responded to the questionnaire (94 percent responsive rate). Data were collected using structured questionnaires. To realize the research objectives descriptive statistics such as frequency, percentage, mean and standard deviation and inferential statistics such as one sample t-test and regression were employed. The research found employee’s practice clan, adhocracy, and market cultures are significantly affecting the employee job performance. However, for hierarchy dimension of organizational culture which is not found to be significantly greater than the expected mean hence hierarchy culture is not practiced. The study findings revealed that market dimension of organizational culture has predict on employees’ job performance. Meaning, 21.5 percent of change in employees’ performance is attributed to market culture. However, clan, adhocracy and hierarchy cultures don’t have significant effect on employee job performance in the case of Bahir Dar Textile Share Company. The study recommends that Bahir Dar textile Share Company’s market culture enhance employee engagement to promote job performance.

2022-08-01T00:00:00Z Nigus, Ali http://ir.bdu.edu.et/handle/123456789/17066 2026-08-21T07:14:25Z 2025-12-01T00:00:00Z

Assessing Professional Competence of Citizenship Education Teachers in Government Middle-Level Schools in West Gojjam Administrative Zone, Amhara Regional State, Ethiopia Nigus, Ali This study examined the professional competence of Citizenship Education (CED) teachers in government middle schools in the West Gojjam Zone of the Amhara Region, Ethiopia, using a mixed-methods approach with a concurrent embedded design. Quantitative data were collected through closed-ended questionnaires administered to 260 teachers and 377 students selected via multistage sampling. Qualitative data were obtained through semi-structured interviews with six principals, six teachers, and six students, supplemented by classroom observations and lesson plan reviews. Quantitative data were analyzed using descriptive statistics and inferential tests, including one-sample t-tests, independent t-tests, and MANOVA, while qualitative data were analyzed thematically. Results indicated that teachers possessed content knowledge (CK) but lacked pedagogical knowledge (PdK) and pedagogical content knowledge (PCK). Although there is no consistent evidence supporting gender-based differences in teacher competence, male teachers demonstrated a slight advantage in (CK; d = 0.18); however, the effect size was negligible and may reflect context-specific factors, such as women‘s additional domestic responsibilities. Teachers with 6–15 years of experience demonstrated higher CK, while those with 1–5 years appeared to lack sufficient professional experience, and those with more than 15 years exhibited indications of professional fatigue. Professional practice (PP) and professional engagement (PE) were generally low, largely due to limited ongoing professional development and insufficient incentives for collaboration with colleagues, parents, and the community. Although teacher learning and experience contribute meaningfully to teaching effectiveness, the lack of significant competence differences by qualification or experience in PdK, PCK, and other PP and PE subscales may indicate widespread reliance on routine instructional strategies, particularly group discussions. The study recommends curriculum revision, targeted professional development, peer collaboration, mentorship programs, enhanced in-service refreshment training, and engagement strategies for all CED teachers to enhance overall competence and ultimately improve the quality of education.

2025-12-01T00:00:00Z Muluken, Ayalew http://ir.bdu.edu.et/handle/123456789/17065 2026-08-21T07:08:10Z 2026-01-01T00:00:00Z

Exploring the Theory-Practice Gaps in Implementing Constructivist Instructional Approaches: The case of College of Education and Social Sciences at University of Gondar Muluken, Ayalew This study investigated the theory-practice gaps in implementing constructivist instruction at the University of Gondar, focusing on the Colleges of Education and Social Sciences. Using a qualitative research approach, specifically a single case embedded unit design, the study involved fourteen participants purposefully selected, including instructors, department heads, and college deans. Data were collected through interviews, classroom observations and course plan reviews. To triangulate the data, eight classrooms were observed and four course plans were reviewed. The findings reveal that instructors possess sufficient theoretical understanding of constructivism, which they conceptualize as both a process of student knowledge construction and a student-centered pedagogical approach. However, this understanding is often undermined by their instructional practices, which remain predominantly teacher-centered, reliant on traditional lecture methods and behaviorist-oriented assessments. The study identified major challenges to implementation, including inadequate student prior knowledge, lack of instructor commitment, and insufficient materials aligned with constructivist principles. However, the study also noted opportunities for improvement, such as access to digital technology. The study concludes that this disconnect is not rooted in a lack of knowledge, but in systemic and contextual barriers that prevent the effective application of constructivist principles The study suggests universities revise programs and offer professional development for educators. College deans and head of departments should support instructors better by creating space for practicing constructivist principles, and instructors should adjust their lessons in line with constructivist ideals.

2026-01-01T00:00:00Z