http://ir.bdu.edu.et/handle/123456789/15863 Sat, 13 Jan 2001 06:34:49 GMT 2001-01-13T06:34:49Z http://ir.bdu.edu.et/handle/123456789/16814 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 Tue, 01 Jul 2025 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/16814 2025-07-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16721 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 Fri, 01 Nov 2024 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/16721 2024-11-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16720 Orphanage Care Services, Psychosocial Well-Being and Psychological Vulnerabilities of Orphanage Children in Bahir Dar City Tibebu, Fentaye This study intends to examine the status of orphanage care services, psychosocial well being and psychological vulnerability of orphans; and the mediating role of psychological vulnerabilities between orphanage care services and psychosocial well being of orphan children. This study was quantitative and the design was correlational. The participants of the study were 115 orphan and vulnerable children (60 males, 55 females) selected through comprehensive sampling. Data were collected using group administered questionnaires, through measures of orphanage care services, psychosocial well-being, and psychological vulnerability. Descriptive statistics (mean, standard deviation, frequency and percentage) and inferential statistics (one-sample t-tests, multiple regression, and mediation analysis) were performed. The results of one-sample t-tests indicated, orphanages sufficiently addressed needs such as food security, healthcare, education, and shelter. Deficiencies were identified in the provision of psychosocial services. The children showed relatively high levels of self-esteem, hopefulness, and social relationships, reflecting strengths in their psychosocial well being. Psychological vulnerability was found to be low among the children. Regression analyses showed that psychosocial well-being was positively and significantly predicted by healthcare, psychosocial services, food security, educational opportunities, and responsive caregiving, while perceived marginalization negatively and significantly predicted psychosocial well-being. Mediation analysis highlighted perceived stigma consistently mediated the relationships between care services and psychosocial well being outcomes. The study concluded orphanages in the study area effective in providing food security, healthcare, educational opportunities, and housing. Improvements are needed in psychosocial services, and addressing perceived stigma and marginalization. It is recommended that orphanage care centers should focus on enhancing psychosocial services, improving the quality of caregivers, and addressing clothing needs to ensure a more comprehensive care for the children Sat, 01 Feb 2025 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/16720 2025-02-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/16719 An Investigation of the Conceptions, Practices, and Challenges of Competence-Based Education: The Case of Bahir Dar University Zewdu, Melkam This study explored the conceptions, practices and challenges of competence-based education at Bahir Dar University. The study employed mixed research approach with an exploratory sequential design. Interview was conducted with 22 (18 males, 4 females) purposively selected instructors and academic leaders. Documents were reviewed. The qualitative data collected through interview and document review were analysed using content analysis method. The results of interview data indicate ten categories of conceptualizing competence and three ways of conceptualizing competence-based education. The results of the document review indicate misalignment among the five components of strategic alignment in all the five undergraduate curricula. Based on the qualitative results and extensive review of related literature, five–point Likert-scale questionnaires were developed and administered to 305 instructors and 376 students. The quantitative data were analysed using one sample t-test, independent-samples t-test, and one-way MANOVA. The result of the one sample t-test indicates that instructors were practicing principles of competence-based education rarely. Independent t-test result indicate perception difference between instructors and students about instructors’ practice of CBE principles. The result of MANOA shows competence based education principles’ practice difference among the five academic units despite overall rare practicing. The result further indicates nine categories of challenges hindered the practice of competence-based education. Based on these findings it was concluded that the practice of competence-based education is putting the ‘old wine in a new bottle’ exercise despite pressures from national education policy and the world of work. Finally, implications for theory, policy, practice, and future research were forwarded. Fri, 01 Nov 2024 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/16719 2024-11-01T00:00:00Z