Alene, Abebaw Ayana
2 Publications in AERD
Author Publications
Export PDFThe influence of distributed leadership style on educational crisis management (the case of TPLF war) in government secondary schools of Bahir Dar City Administration, Ethiopia
By Alene, Abebaw Ayana
The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power (? =.233) followed by the participative decision-making dimension (? =.232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management. © 2022 British Educational Leadership, Management & Administration Society (BELMAS).
Primary school leaders' practice of making schools as learning organisations: in Guagusa Shikudad Woreda, Awi Zone, Ethiopia
By Alene, Abebaw Ayana
The study aimed to see primary school leaders' practice of making schools as learning organisations. A qualitative approach with a phenomenological design was employed. Data was collected from 2 supervisors, 2 principals, 2 teachers, and 1 Education Office team leader via interview. The findings show (1) teachers and school leaders conceptualise schools as learning organisations as a place where knowledge can be acquired, created, and transferred, (2) continuous learning, dialogue and inquiry, empowerment, and leaders' strategic leadership practiced inadequately, but schools external connection (classroom construction), collaboration and team learning and embedded system are somewhat practiced (3) lack of training and supervision, teaching without profession, lack accountability, uneven school attendances, teach walking long distances, heads low commitment, students low interest were challenges. Hence, the practice of schools as learning organisations in the study area is inadequate.
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