Belay, Sintayehu
4 Publications in AERD
Author Publications
Export PDFTesting and validating the collaborative for academic, social, and emotional learning (CASEL) model in the context of Ethiopian secondary schools: Factorial analysis
By Belay, Sintayehu
Social-emotional learning (SEL) is widely recognized for fostering students' social and emotional skills essential for academic and personal growth, yet culturally validated SEL assessment tools are scarce, especially in Ethiopia. The study aimed to establish a psychometrically sound measurement scale to assess SEL and competence in secondary school students in eastern Ethiopia. Utilizing a correlational research design, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to develop a suitable SEL measurement model. The sample comprised 406 participants, including 294 teachers and 112 students. Cronbach's alpha coefficients for SEL subscales ranged from .81 to .85, indicating reliable internal consistency. Construct reliability and validity were confirmed through composite reliability, maximal reliability, and discriminant and convergent validity checks. The refined four-factor model revealed the interrelatedness and significance of SEL components, with social awareness emerging as the most significant indicator. The study underscores the importance of context in shaping SEL constructs and highlights the need for educational strategies that consider cultural and contextual factors. The findings enhance the understanding of SEL in eastern Ethiopia and advocate for empirically-driven approaches to construct validation, emphasizing the interconnected nature of SEL domains in educational interventions. © 2024 The Authors
Uplifting teachers' professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction
By Melesse, Tadesse
Building teachers' professional capital as a mix of human, social and decisional capital is a prominent strategy to transform the teaching profession and ensure quality education. However, a scant of evidence is available about the determinants of professional capital development in Ethiopia. This study examined the link between engagement in diverse professional learning activities, job satisfaction, and teacher professional capital development using data from 302 primary school teachers of Banja Woreda, Amhara Region, Ethiopia. SEM analysis suggested that teacher engagement in individual professional learning activities and job satisfaction directly influences professional capital development, and teacher engagement in collaborative professional learning activities indirectly influences professional capital development through job satisfaction. Mediation analysis revealed that teacher job satisfaction partially mediates the effect of engagement in individual professional learning activities and fully mediates the effect of engagement in collaborative professional learning activities on teachers' professional capital development.
School climate and teacher professional capital: mediating role of teacher professional identity
By Melesse, Tadesse
This study sought to examine the direct and indirect influences of school climate characteristics and the mediating role of teacher professional identity to the development of teachers' professional capital using data from 302 primary and middle school teachers of Banja woreda, Amhara Region, Ethiopia. Results of Structural Equation Modeling analysis revealed teachers' perception of school climate had a statistically significant and strong direct influence on their professional identity development but did not have a significant direct influence on their professional capital development. Mediation analysis has shown that school climate had a statistically significant and strong indirect influence on professional capital development, i.e. teachers' perceived professional identity fully mediated the effect of school climate on their professional capital development. The SEM analysis also disclosed the direct effect of school climate on teachers' professional identity and professional capital development and the direct effect of professional identity on teachers' professional capital development.
Elevating Teachers' Professional Capital: Effects of Teachers' Engagement in Professional Learning and Job Satisfaction, Awi District, Ethiopia
By Belay, Sintayehu
This study examined the contribution of teachers' engagement in collaborative professional learning, engagement in individualized professional learning, and job satisfaction to their professional capital development using structural equation modeling. The study tested three hypotheses: teachers' level of engagement in collaborative professional learning and development activities has a significant contribution to their professional capital development, teachers' level of engagement in individualized professional learning and development activities would have a significant contribution to their professional capital development and teachers' job satisfaction has a significant effect on their professional capital development. The sample consisted of 379 teachers randomly selected from Awi district primary schools, Ethiopia. Data were collected using 25 items. Cronbach's alpha (alpha) coefficients for internal consistency ranged from .806 to .919. Composite reliability, convergent validity, and discriminant validity of latent variables were established using CFA. The measurement model and structural model showed a good fit based on established criteria. Findings showed a significant effect of teachers' engagement in collaborative learning, engagement in individualized learning, and job satisfaction on their professional capital development. These independent variables accounted for 68.3% variance in professional capital development, thereby indicating 31.7% unexplained variance. In conclusion, the study highlighted the importance of teacher-level factors to boost professional capital in the teaching profession.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.