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| dc.contributor.author | Belay, Muche | |
| dc.date.accessioned | 2017-08-23T10:53:55Z | |
| dc.date.available | 2017-08-23T10:53:55Z | |
| dc.date.issued | 2011-08-23 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7802 | |
| dc.description | A THESIS PRESENTED INPARTIAL FULFILLMENT OF THE REQUIRMENTS FOR DEGREE OF MASTER OF ARTS IN TECHNICAL AND VOCATIONAL MANAGEMENT | en_US |
| dc.description.abstract | he purpose of the study was aimed at examining the effect of leadership practices of college leader~ on trainees ' achievement through the mediating effects of trainer commitment in TVET college s in a way that the more the practices of instructional college leaders' is direct at: creating conducive college climate for trainers to train well in their class room (workshop). Previous research evidences testified school leaders can make a difference on trainee achievement although most of these studies find that they have no direct effect on it. This study tested a model hypothesizing that college leaders contribute to trainee achievement indirectly through trainers' commitment to organizational values. Therefore, research questions were formulated to look for if there is relationship among the study variables happened. The researcher used survey method and two types of sampling techniques (comprehensive for instructional leaders and simple random for trainers). The research sample involved at a total of 193 trainers and 30 college instructional leaders (deans, vice deans and department heads) as source of data in three TVET colleges from Amhara National Regional State TVET Bureau, who filled out the instructional leadership and trainer commitment behaviors for their college by using questionnaire and document analysis of trainees assessment result as data gathering instruments. While those college trainees achievement data was collected from document analysis of Amhara National Regional State Centre of Competence. The validity and reliability of instrument was tested by using Crombach Alpha method in the pilot study. The data was interpreted using Pearson product correlation coefficient and t- test. The findings provided substantial support for the model although the instructional leadership practices of the college leader was not directly related to trainees achievement, it did have an indirect positive effect on trainees training achievement through trainer commitment characteristics of the college, which had a direct effect on achievement. In sum, this study adds to the understanding of the social dynamics within the TVET College that influence trainee's achievement. Collage leaders can affect the training achievement of their trainees indirectly using their leadership practices to develop trainers' level of commitment to their instructional duties, in which trainees training is highly influenced in the collage. The finding, conclusion and recommendation of the study were also discussed. | en_US |
| dc.subject | EDUCATIONAL PLANNING AND MANAGEMENT | en_US |
| dc.title | The Effects of Instructional Leadership on Trainers' Commitment and Trainees' Achievement in Some Selected Government TVET Colleges of Amhara National Regional State | en_US |
| dc.type | Thesis | en_US |
