Mamaru, Arega (2009) Enhancing School Effectiveness through Educational Research in Guraghe Zone Secondary Schools: Challenges and Prospects. Masters thesis, Addis Ababa University.
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Abstract
The attempt of the study was to diagnose and illuminate the current practice of GZSS in improving school effectiveness through SBER with the intention of suggesting and amplifying best practices and alleviating the challenges. To this end, both quantitative and qualitative research approaches were used for data collection and analysis. The subjects of the study were 187 teachers 6 principals, and 12, 4 and 2, WEO, GZED officers and GZTA chair and vice chairpersons respectively. Questionnaire was used to collect data from teachers. Interviews were held with principals and educational officers to complement the information obtained through questionnaire. Focus group discussion with 16 teachers from two schools and document analysis were made to validate and triangulate information from different sources. Descriptive statistics (mean, standard deviation and percentage), chi- square and total mean score were used to analyze quantitative data. The results of teachers' questionnaire, principals' interview and focus group discussion were found significantly consistent on the issues raised. However, discrepancy was observed between the results of educational officers' interview and the information from teachers' regarding teachers' readiness (perception and research competence) towards the role of SBER. Teachers' readiness towards SBER was found to be encouraging though 41.7% of them were engaged in SBER. Majority of the research works (47. 1%) focused on fragmented and specific classroom skills rather than unified school wide academic issues. The practice of identifying the cause of educational problems and seeking solutions with SBER was found at infancy stage in GZSS. The involvement and support of the principal and educational officers in promoting SBER in GZSS was found minimal and superficial. The major factors that impede teachers from involving in SBER were: unsupportive culture, luck of financial support, work overload and the lack of facilities of the school. Hence, it was recommended that the school principals and educational officers at various levels should create supportive research culture to overcome the challenges; short term practical refresher courses should be designed at WEO/ZED levels to capacitate teachers' research competence, principals and the educational officers at WEO/ZED or REB should scale up best research works through structured experience and best research performers should be motivated.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Kabiru Wallace Ndung'u |
| Date Deposited: | 05 Sep 2019 13:25 |
| Last Modified: | 05 Sep 2019 13:25 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9508 |
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