http://ir.bdu.edu.et/handle/123456789/1880 Sat, 13 Jan 2001 07:32:47 GMT 2001-01-13T07:32:47Z http://ir.bdu.edu.et/handle/123456789/16077 Assessment of Labour Market Participation of Mothers of Children with Disabilities and Its Associated Factors in Bahir Dar City, Northwest Ethiopia Thehaye, Sara Mothers of children with disabilities face unique challenges in accessing and maintaining work engagements, impacting their labor market participation and economic well-being. This study aimed to assess the labor market participation experiences and associated factors among mothers of children with disabilities in Bahir Dar city. A mixed explanatory sequential research design was employed, involving 200 randomly selected mothers from seven special education needs schools. The study targeted mothers of children with intellectual, hearing, visual, and physical disabilities. Data collection utilized self administered questionnaires and interviews. Multiple linear regressions were conducted, revealing a significant association between various socio-economic factors and mothers' labor market participation. Findings indicated that mothers caring for children with disabilities exhibited lower workforce participation rates and income levels significance was observed at a 93% confidence level (B = -.156, p = 0.061), indicating a significant association. Work satisfaction emerged as a critical factor (mean = 1.49, SD = 0.74), with a positive effect on labor market participation (B = 0.179, p = 0.045), underscoring the importance of addressing job satisfaction to retain mothers in the workforce. Household income negatively impacted labor market participation (mean = 2.31, SD = 1.25; B = -0.593, p = 0.000), with higher incomes leading to decreased participation due to increased caregiving responsibilities. Support services significantly enhanced labor market participation (mean = 4.0, SD = 0.12; β = 0.999, p = 0.000), highlighting the importance of accessible healthcare, financial aid, and school services for children with disabilities. The severity of the child's disability also influenced employment opportunities (mean = 3.01, SD = 0.78; B = 0.156, p = 0.025), with less severe disabilities positively correlating with increased labor force participation. Key influential factors identified included support services, disability type, care needs of the child, severity of the child's disability, psychological factors, caregiving responsibilities, and household income. Additionally, demographic factors such as the sex of the child and the child's disability type significantly influenced mothers' labor market participation. Interview results underscored the desire of unemployed mothers for paid work, highlighting the need for flexible job opportunities and enhanced social support to facilitate their workforce participation. This study contributes valuable insights into the challenges faced by mothers of children with disabilities in the labor market, emphasizing the importance of tailored support mechanisms and inclusive policies to promote their economic empowerment and well being. Fri, 01 Mar 2024 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/16077 2024-03-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/15902 The Role of Destructive Leadership Behavior on Teachers’ Engagement in Colleges of Teacher Education in the State of Amhara Mesfin, Atalay This study examined the role of college leaders’ destructive leadership behavior on teachers’ engagement in colleges of teacher education in the state of Amhara. To this end, the extent of destructive leadership exhibited by college leaders and teachers’ engagement, the relationship between the two, the effect of the former over the latter, and the role of teachers’ demographic characteristics on their engagement were examined. The study employed the convergent parallel design of the mixed research approach. The survey data were collected from 400 teachers and 366 students from all study colleges recruited through a proportionate random sampling technique whereas qualitative data were collected from four deans, nine teachers, 15 department heads, seven students, and four administrative staff members, selected through purposive sampling technique, through one-to-one interviews, focus group discussions, and case story. While quantitative data was analyzed using mean, standard deviation, one-sample t-test, independent samples t-test, correlation (Pearson’s product-moment correlation and point-biserial), one-way ANOVA, and MANOVA, qualitative data were analyzed using thematic analysis. The destructive leadership domain that most widely surfaced and most significantly predicted teachers’ engagement was laissez-faire leadership behavior followed by supportive disloyal behavior. On the other hand, cognitive engagement was the most widely exhibited teacher engagement domain in the colleges. The analysis outputs revealed that both destructive leadership behavior and teacher engagement were significantly exhibited in the colleges. To make things clearer, there was a positive significant relationship between destructive leadership behavior and teachers’ engagement. Consistently, laissez-faire and supportive disloyal leadership behavior explained the level of teacher engagement positively. Except age and age combined with profession, other teachers’ demographic characteristics cannot explain their engagement. Based on the major findings of the study, it can be concluded that teacher engagement in the colleges of teacher education is not negatively responsive to the leadership behavior of deans. Finally, based on the findings and conclusion drawn, recommendations were forwarded to different potential stakeholders such as Burau of education, board members, deans, and teachers. Mon, 01 Jul 2024 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/15902 2024-07-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/15580 Teachers’ Time Management Practice: the case of North Mecha Woreda Secondary Schools Dagnaw, Mengistu The main purpose of this paper is to examine teachers’ time management practice in North Mecha Woreda secondary schools. Hence, 282 samples are drawn from all six secondary schools. Accordingly, Stratified sampling was used for teachers and comprehensive non probability sampling was used for instructional leaders (department heads, vice-principals and principals) (218, 50, 8, 6). Hence, Out of 276 questionnaires, 258 had been filled and returned which makes the response rate 93.4%. In this study, both quantitative and qualitative design was used. Questionnaire, interview, document examinations and observation were constituted as data collection instruments. Questioners were asked for teachers, vice-principals and department heads and interview were conducted only for school principals. Descriptive and inferential data analyses were generated. One-sample t- test and independent t-test was computed and tested to measure and analyze the quantitative data. On the other hand, the rest qualitative data like interview, observation and document examinations was computed through qualitative thematic analysis. The study found out that the prevalence of teachers’ time management in North Mecha woreda secondary schools was very low. Meanwhile, the study revealed that teachers attend school an average of 75.6 percent of the time; in rural schools that have no shelters 63.7 percent of teachers were late comers; about 25.6 percent of teachers, which is more than 1 in 4 teachers, were found outside the classroom during their period. Moreover, teachers’ time management has been characterized by, poor prioritization, failure to accomplish planning, scheduling, and executing as well. According to the findings, teachers’ time has been greatly wasted because of lack of time discipline, personal problems, Disorganizations and lastly attitudinal problems respectively. The researcher recommended that secondary school teachers must give special emphasis about prioritizing, planning and excusing improving their time management practice. Mon, 01 May 2023 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/15580 2023-05-01T00:00:00Z http://ir.bdu.edu.et/handle/123456789/15272 The Relationship among Leadership Styles, Leadership ,. Effectiveness and Teachers' Job Satisfaction in Technical and Vocational Education and Training (Tvet) Colleges in Afar Region -. kadir, Yasin The role of deans and teachers are critical specifically in students' achievement and success of a given educational institution in general. The main purposes of this study was to examine the relationship between leadership styles, leadership effectiveness of the deans and from the teachers' job satisfaction in the technical and vocational education and training colleges in afar region. The conceptual framework of our study is thus, leadership styles of deans are directly related with the leadership effectiveness of the deans and this factor in turn is positively related with teachers' job satisfaction. The leadership styles are also directly related with teachers' job satisfaction without any bridge. Here the independent variables were the leadership styles while dependents were the subscales of leadership effective and the teachers' job satisfaction. Our research questions were thus to answer the extent of each variable in the colleges and find the relationship of the variables. In regard to this, important literatures ware reviewed. Comprehensive sampling technique was employed to collect data from three Technical and vocational education and training (TVET) colleges in the region. A total of 121 questionnaires were distributed to all available teachers and deans directly. All those distributed were returned with only few incomplete ones. The questionnaires composed of three instruments namely: demagraphic questions, MLQ 5x constituting questions related to leadership styles and leadership outcomes (effectiveness), and TJSS (teachers' job satisfaction scale) portions. Means and standard deviations were calculated; one sample t-test and correlation analysis was employed. Our Findings indi~ed that the deans display transformational leadership style lower than what is recommended by universal MLQ while "the transactional and laissez-faire leadership style are displayed more -than the recommended. The leadership outcomes are also revealed ineffective. The teachers generally perceived to have little satisfaction in their job. The relationships among the three variable factors were positive and significant. Finally, it was recommended based on the findings that the deans need to get successive trainings on transformational leadership and the concerned bodies have to deal with and search for more problems related to teacher job satisfaction. Wed, 01 Jun 2016 00:00:00 GMT http://ir.bdu.edu.et/handle/123456789/15272 2016-06-01T00:00:00Z