http://ir.bdu.edu.et/handle/123456789/15869 2001-01-13T05:52:17Z 2001-01-13T05:52:17Z Belachew, Temesgen http://ir.bdu.edu.et/handle/123456789/16076 2024-10-30T10:57:00Z 2024-10-01T00:00:00Z

The Prevalence and Effect of Principals’ Destructive Leadership Behavior on Teachers’ Organizational Commitment: The Case in the Secondary Schools of Amhara National Regional State Belachew, Temesgen This study aims to investigate the prevalence and effect of principals' destructive leadership behavior on teachers' organizational commitment in secondary schools within Amhara National Regional State. An explanatory sequential design was employed, combining both quantitative and qualitative research methods. The sample comprised 1257 secondary school teachers and 10 interviewees, selected through multistage stratified and purposive sampling techniques, respectively. Data was collected using questionnaires and semi-structured interviews. Quantitative data analysis involved one-sample t-tests, factorial MANOVA, Pearson correlation, and linear regressions, while qualitative data was analyzed using a narrative approach. The findings indicated a notable prevalence of destructive leadership behavior among principals in Amhara's secondary schools, with laissez-faire leadership being the most common type. The overall commitment level of secondary school teachers was found to be low, but they demonstrated moderate affective commitment, indicating an attachment to their respective schools. Moreover, perceptions of destructive leadership behavior differed among teachers based on gender. The study revealed a significant negative relationship between principals' destructive leadership behavior and teachers' organizational commitment. The findings also demonstrated that there was a negative relationship between all dimensions of principals‘ destructive leadership behavior and each element of teachers‘ organizational commitment. Furthermore, destructive leadership behavior significantly predicted organizational commitment and emerged as a significant predictor overall, explaining 44.4% of the variance in organizational commitment. Among the different elements of DLB, laissez-faire leadership behavior was the strongest predictor of affective, continuance, and normative commitments. Therefore, the study concluded that the decline of teachers‘ OC, which had a return effect on students‘ academic achievement and quality education, was due to the impact of principals‘ DLB. Based on the study findings, it is recommended to provide training for secondary school principals, strengthen follow-up and monitoring mechanisms, build constructive leadership behavior, and elevate the commitment levels of secondary school teachers.

2024-10-01T00:00:00Z Guangul, Mulugeta http://ir.bdu.edu.et/handle/123456789/16075 2024-10-30T10:43:41Z 2024-10-01T00:00:00Z

The Influence of Academic Staffs’ Organizational Citizenship Behavior on the Effectiveness of Public Universities in the State of Amhara Guangul, Mulugeta This study investigated the influence of academic staff OCB on the effectiveness of public universities in the state of Amhara. A concert-embedded mixed-methods (QUAN/qual) research approach was utilized. Sample universities and survey participants were selected through stratified and simple random sampling techniques. To gather quantitative data, validated questionnaires were distributed to survey participants, and data collected from 719 participants were analyzed using descriptive (mean, SD) and inferential (one-sample t-test, independent samples t-test, correlation, regression, and one-way ANOVA) statistical techniques. In contrast, qualitative data was gathered via semi-structured interviews and document analysis and analyzed thematically. The quantitative and qualitative findings indicated an above-average aggregate OCB and OE level. However, the qualitative analysis of OCB dimensions revealed mixed results: three components (conscientiousness, sportsmanship, and civic virtue) were found to be above average, while the other two (altruism and courtesy) were low. The study further demonstrated that academic staff members' civic virtue and courtesy behaviors were strongly and significantly associated with OE factors such as SOCI, SES, and SAD. Conscientiousness was above averagely associated with most OE dimensions but had a low correlation with SCD, SPD, and FS. Sportsmanship was weakly associated with all effectiveness factors, and altruism displayed a non-significant and negative relationship with all OE components. Regression analysis further revealed that civic virtue alone predicted 82% of the variance in OE, and when combined with courtesy, they predicted 87.8% of the variance. The analysis found no significant differences in OE based on academic staff demographic characteristics (sex, educational level, and experience). The findings indicate that while average OCB positively impacts OE it is insufficient for public universities aiming for long-term growth. Consequently, these institutions face significant risks in achieving their objectives. To enhance effectiveness, the institutions should focus on increasing employee compensation and fostering a positive organizational culture

2024-10-01T00:00:00Z Kibret, Eshetu http://ir.bdu.edu.et/handle/123456789/16074 2024-10-30T10:34:19Z 2024-10-01T00:00:00Z

Teachers’ Perceptions about the Role of Principals’ Distributed Leadership on Students’ Engagement in the Secondary Schools of the State of Amhara: The Mediating Roles of Teachers’ Self-efficacy and Organizational Commitment Kibret, Eshetu This study aimed to investigate the contribution of principals’ distributed leadership practices to student engagement, focusing on the mediating roles of teacher self-efficacy and organizational commitment in the secondary schools of the state of Amhara. Accordingly, a convergent parallel mixed methods design was employed to achieve this objective. The quantitative data analysis involved 714 valid and completed data of teachers selected from a multistage random sample from five zones, and qualitative data was used from twelve purposefully chosen teachers. Questionnaires and interviews were used as tools for data collection. Before the actual study, the measurement tools were validated through a pilot study, and statistical assumptions were conducted. Pearson product-moment correlation coefficient and structural equation modeling analysis assessed the variables' relationships and mediation roles. Thematic analysis was employed to analyze qualitative data. The study found significantly below-average student engagement and a moderate level of distributed leadership practices. It was also found significantly above average teacher self-efficacy and organizational commitment. The study also revealed that distributed leadership had significant positive relationships with teacher self efficacy (r=.50) and organizational commitment (r=.55). Likewise, teacher self-efficacy (r=.42) and teacher organizational commitment (r=.52) were found to have significant positive correlation with student engagement. Moreover, teacher self-efficacy (R2=.28)) and teacher organizational commitment (R2=.47) had significant partial mediation roles in the relationship between distributed leadership and student engagement. Hence, the study concluded that principals’ distributed leadership significantly contributed to student engagement through teacher organizational commitment and self-efficacy. The results suggest that when school leadership responsibilities are distributed more broadly, teachers’ sense of commitment and efficacy are enhanced, improving student engagement in the learning process. Thus, the study's findings have practical, theoretical, and policy implications.

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