Educational Psychology

Examining the Predictive Effects of Organizational Culture On Employees’ Job Performance: The Case of Bahir Dar Textile Share Company

2026-08-26T07:05:18Z

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.

Self-Efficacy, Perceived Social Support and Coping Styles among Internally Displaced Persons in Host Community of Finoteselam, Amhara, Ethiopia

2026-08-18T07:29:31Z

Self-Efficacy, Perceived Social Support and Coping Styles among Internally Displaced Persons in Host Community of Finoteselam, Amhara, Ethiopia Zelalem, Melkie Yeshaneh This study examined the relationships among general self-efficacy, perceived social support and coping styles among internally displaced persons (IDPs) in the host community of Finote Selam, Ethiopia. Employing a mixed-research approach with a convergent parallel design, a systematic random sample of 359 quantitative respondents was integrated with 10 purposively selected qualitative key informant interviewees. Quantitative data were gathered using the general self-efficacy scale, multidimensional perceived social support, and brief- COPE scales. The quantitative data were analyzed using both descriptive and inferential (Pearson correlation, independent samples t-tests & one way ANOVA, and multiple linear regression) statistics. The qualitative data were analyzed with thematic analysis. The findings revealed moderate baseline levels of self-efficacy (M = 24.02) and perceived social support (M = 52.05), with avoidant coping emerging as the predominant strategy (M = 29.20). Self- efficacy and social support correlated positively with adaptive coping, combining to uniquely predict 50.2% of its variance ( R2 = .502, p < .001). Independent t-tests and ANOVA indicated that female IDPs (M = 30.45) and recent IDPs (M = 33.46) relied significantly more on avoidant strategies. The qualitative results revealed that persistent economic hardships drop contextual self-efficacy, while a psychological reciprocity crisis regarding informal hospitality drives defensive self-isolation. Additionally, the sudden loss of domestic roles and structural dependency severely shattered the participants' identity, inducing heavy emotional distress. Conclusively, the study demonstrates that while internal psychological resources and informal community support are vital protective factors for displaced individuals, the absence of structural economic capital and role stability ultimately forces a reliance on avoidant coping behaviors. Based on the findings, it is recommended that local disaster management structures and humanitarian partners transition from transactional aid to structured livelihood programs and gender-tailored psychosocial support to facilitate sustainable integration

Effects of Integrated Social Constructivist Reading Instruction On Reading Comprehension, Teamwork Skills, And Attitudes Toward Learning English: A Case Study Of Ethiopian Grade 8 Students

2026-08-18T05:53:46Z

Effects of Integrated Social Constructivist Reading Instruction On Reading Comprehension, Teamwork Skills, And Attitudes Toward Learning English: A Case Study Of Ethiopian Grade 8 Students Addis, Kebede The present study aimed to examine the effect of integrated social constructivist reading instruction such as problem-based learning (PBL), collaborative learning, cooperative learning (CL), and scaffolding on grade 8 students’ reading comprehension, teamwork skills, attitudes towards learning English reading, and teaching strategies. The study employed a mixed method quasi-experimental design that embraced pretest and posttest group comparison. The participants of the study were 64 Grade 8 students (33 males and 31 females) from two sections at Shashemane Primary School during the 2021/22 academic year. The study used a lottery method to divide the participants into experimental and control groups. Pretest and posttest measures were used to assess both groups’ reading comprehension skills. Pretest and posttest questionnaire was administered on students in the experimental group to see their attitude towards learning English reading and strategies in teaching reading. Data on students’ teamwork skills, and indicators of attitude change were collected through Classroom observations, post-observation discussions, FGDs, and interviews. An independent samples t-test was performed to determine whether there were statistically significant inter-group mean score differences on the reading comprehension pretest and posttest, and the gain differences. One sample t test was run to estimate the experimental group students’ attitude towards learning English reading and strategies in teaching reading. The posttest results revealed that the intervention improved the reading comprehension skills of the experimental group. The comparison of the gain differences between the pretest and posttest scores showed that the experimental group performed significantly better than the control group. Similarly, the results of the present study showed that social constructivist teaching methods improve students' teamwork skills, and their attitude towards learning English reading and social constructivism strategies in teaching reading. Recommendations are given based on the study’s findings.

Secondary School Students’ And Science Teachers’ Conceptions Of The Nature Of Scientific Knowledge

2025-08-28T05:40:31Z

Secondary School Students’ And Science Teachers’ Conceptions Of The Nature Of Scientific Knowledge Tadele, Demelash This study examined secondary school students and science teachers’ conceptions of the nature of scientific knowledge (NOSK). A pragmatic research philosophy was adopted in this study. To address the objectives of the research, a mixed methods approach was employed. Open-ended questionnaires were used to collect data from 134 students, and 48 science teachers. The participants were selected from three schools using a convenient sampling technique. Qualitative analysis involved comparing students’ and teachers’ responses to experts’ views of NOSK. Frequency counts and percentages were also used to describe the NOSK conceptions of the participants. In addition, the Mann-Whitney U test was used to compare students’ conceptions of NOSK by grade level and gender. The findings showed that most of the secondary school students had naïve conceptions about NOSK. On a comparative basis, grade 12 students reflected more informed NOSK views than grade 10 students on most of the tenets. Mann- Whitney U test revealed that the mean rank score of grade 12 students is significantly greater than grade 10 students on the subjective (U=3.20, p<.05) and cultural (U=2.42, p<.01) aspects of NOSK. The teachers generally held a naïve conception of NOSK, as evidenced by the fact that their conception aligned with informed conception only on two of the seven assessed NOSK aspects. The findings indicated that there is a need to devise mechanisms to develop secondary school students’ and teachers’ NOSK understanding to attain its promised benefits. Future research should investigate students' and teachers' NOSK conceptions using large samples across grade levels, from diversified schools, including private and public schools from the different regions of the country to reveal students’ and teachers’ NOSK conceptions