http://ir.bdu.edu.et/handle/123456789/15878 2001-01-13T06:43:33Z 2001-01-13T06:43:33Z Mulat, Alemu http://ir.bdu.edu.et/handle/123456789/16814 2025-07-29T12:04:49Z 2025-07-01T00:00:00Z

The Contribution Of Teachers As Professional Learning Community On Improving Students Social And Emotional Learning In Awi Zone Secondary Schools Mulat, Alemu This study examined the effect of teacher professional learning community (PLC) dimensions on students' social and emotional learning (SEL) using a structural equation modeling (SEM) approach. An explanatory sequential mixed-method design was employed. In the first stage, 12 woredas were randomly selected, and 12 senior secondary schools were chosen using a multi- stage sampling technique, with a sample size of 397 teachers. Data from these teachers were analyzed using SPSS 27, and the results showed excellent internal consistency for both the SEL (α = 0.937) and PLC (α = 0.920) scales. In the second phase, a qualitative case study design was utilized, employing extreme case sampling to explore outlier cases with extreme PLC and SEL scores. Semi-structured interviews were conducted with ten teachers, and thematic analysis was applied to the qualitative data. The findings revealed that students' SEL competencies, particularly self-management and self-awareness, were moderately developed, but responsible decision-making needed improvement. A multifaceted approach to SEL, involving diverse teaching methods and strong teacher-student relationships, was essential for fostering these competencies. However, inconsistent implementation and resource constraints hindered the effectiveness of SEL interventions. Teachers engaged positively in PLCs, but the direct impact on SEL outcomes was limited due to challenges such as time constraints and resource limitations. Shared and supportive leadership, trust, and collegial relationships were key factors for successful PLC implementation. The study concluded that integrating SEL principles within PLC frameworks and investing in continuous professional development are critical for enhancing students' SEL skills. Thus, the schools must invest in continuous professional development that integrates SEL principleswithin PLC frameworks. Key words: professional learning community, social and emotional learning, teachers collaboration, student competencies, and structural equation model

2025-07-01T00:00:00Z Tadesse, Zekarias http://ir.bdu.edu.et/handle/123456789/16721 2025-04-23T07:05:13Z 2024-11-01T00:00:00Z

Developing Occupations Standards and TVET Curriculum for the Ethiopian Micro and Small Enterprises: The Curriculum of Trees and Fruit Plants Nursery Management Occupation in Bahir Dar City Administration Tadesse, Zekarias In Ethiopia, micro and small enterprises development is promoted as strategy for jobs creation, economic growth and transformation. TVET institutions provided industry extension services aimed to impact skills development and productivity. However, TVET had limits from lack of occupational standards to use as basis of needs assessment. This study aimed to develop occupational standards and curriculum by investigating subjects from among occupations in Bahir Dar City Administration. The study employed design methodology including three phases for problems and needs assessment, analysis, and design and validation. The design research identified Trees and Fruit plants Nursery Management by purposive sampling defining significance to economy and lack of TVET curriculum addressing the labor force. Occupational standard was established based on literature review, task analysis and verification, and in collaboration with skilled nursery farmer and occupational trainers, and informed 5 components, and knowledge, skills and resources requirements, The curriculum of Trees and Fruit plants Nursery Management was also designed including 5 modules—namely, (1) Establishing Nursery, (2) Raising seedlings (3) Vegetative plant propagation (4) Nursing/Tending Seedlings and (5) Nursery Business Development. The design specified program goals, structure, and criteria of enrollment, delivery and qualification. The curriculum was validated in line with occupational standard by panel of 5 including experts and TVET stakeholders. The research assigned recommendations for the program‘s implementation, accreditation and integration into the Ethiopian TVET system

2024-11-01T00:00:00Z Jehi, Sara http://ir.bdu.edu.et/handle/123456789/16679 2025-03-26T13:32:01Z 2024-06-01T00:00:00Z

Analysis of Employability Skills Acquisition in Some Ethiopian Universities Through Legitimation Code Theory Jehi, Sara Today’s changing world is requiring graduates of universities to possess skills that are relevant for the world of work. Hence, the purpose of this research was to understand the underlying principles of the acquisition of employability skills in some Public Ethiopian Universities. In the context of this research, employability skills are generic, transferable skills that are considered outcomes of university education. These skills are becoming vital for employers. Conceptualizing the problem from critical realism paradigm perspective, the study used Legitimation Code Theory to analyze the acquisition of employability skills. The purpose of this research was to analyze the practice of employability skills acquisition and there by reveal new insights. A questionnaire adapted from Maton and Howard (2016) was used to reveal legitimation codes underlying practices of employability skills acquisition. 180 university instructors participated in the study. Data was also collected from 394 graduating students in the year 2021 from three Ethiopian Public Universities- Addis Ababa University, Arsi University, and Bahir Dar University. A set of questions adopted from Nebraska University Transferable skills assessment was used to measure employability skills of students. The questionnaire’s reliability coefficient was 0.96. Analysis of data was made through one sample t- test to check the status of employability skills acquired on different dimensions of employability skills. And independent sample t- test and ANOVA were conducted to see whether there is statistically significant mean difference between students in their acquisition of employability skills based on gender and department. The results of the study showed that students perceived that they are skilled above average in their overall employability skills with male and female students showing statistically significant mean difference in some set of employability skills. The findings of the study revealed that all the four dimensions of specialization codes (knowledge, knower, élite, and relativist codes) are evident in the Universities with regard to different sets of employability skills. The regression analysis has shown that employability skills of students can be explained by their legitimation codes. In spite of the pressures that are posed on universities to develop employability skills of graduates; university students and instructors do not believe that all the different sets of employability skills are developed best through the teaching and learning process in university classrooms. The reason why higher education institutions are blamed for not incorporating/ teaching employability skills could be due to the fact that there is no consensus on how the generic skills / employability skills are best developed. The study recommends that students’ attention should be drawn to the importance of extra-curricular activities in order to develop employability skills. Training should be developed to university instructors so as to show them the potential that degree programs can afford the development of employability skills through the curriculum and pedagogy.

2024-06-01T00:00:00Z Ayalew, Bihonegn http://ir.bdu.edu.et/handle/123456789/16456 2025-02-22T06:42:51Z 2024-12-01T00:00:00Z

The Upper Primary & Middle Schools Mathematics Teachers‘ Perceptions, Competencies, and Practices of Culturally Responsive Pedagogy: The case of North Wollo Zone, Amhara Region, Ethiopia Ayalew, Bihonegn Research indicates that when teachers fail to recognize and appreciate their student's potential, they often overlook their existing knowledge bases, leading to significant academic challenges for mathematics students. This study examined the perceptions, competencies, and practices of culturally responsive pedagogy (CRP) among mathematics teachers in upper primary and middle schools in the North Wollo Zone of the Amhara Region -Ethiopia. It also evaluated how various demographic characteristics of the teachers influenced their perceptions, competencies, and implementation of CRP. Additionally, the study aimed to identify how demographic and professional attributes predict the practical application of CRP in mathematics instruction. The study utilized the convergent parallel mixed research design and involved mathematics teachers, students, principals, and heads of mathematics departments as participants. Data was collected through surveys, classroom observations, document analysis, and interviews, which were analyzed quantitatively and qualitatively. The findings revealed that upper primary and middle school mathematics teachers strongly valued the importance of CRP; however, their capability to execute CRP strategies was assessed as moderate. Moreover, the practice of CRP tended to improve with increased years of teaching experience. The results further indicated that teachers' years of teaching experience and competencies significantly predicted their CRP practices. Despite the positive perceptions, the study identified various challenges that hindered the effective implementation of CRP in mathematics education. Overall, the research contributes valuable insights into understanding culturally responsive pedagogy in the context of mathematics teaching in North Wollo Zone, Ethiopia. It underscores the need for ongoing professional development and support to enhance teachers' capabilities, particularly in light of the correlation between teaching experience and effective CRP practices. It also emphasizes the importance of addressing existing challenges to foster better academic outcomes for mathematics students.

2024-12-01T00:00:00Z