Girma Moti Geletu
6 Publications in AERD
Author Publications
Export PDFThe qualitative and quantitative measurements of quality education for-and-against standards and indicators of high, medium and low performing primary schools in Oromia Regional State, Ethiopia
By Girma Moti Geletu
Creating high quality primary schools associated with the existing contextual, socio-cultural, economic and political factors is important in Ethiopia. With this, the study examined qualitative and quantitative measurements of quality education for-and-against standards and indicators of high, medium and low performing primary schools in Oromia Regional State. The study employed mixed method with embedded mixed design. The primary data were collected from 687 participants using different data collection tools and analyzed using descriptive and inferential statistics. The quality and quantity of human, material and social capital were below standards of quality education in primary schools. Although the twenty-first century classroom requires competent teachers to address diverse needs of children, the standards and indicators of quality were deteriorated in terms of inputs, process and outputs. The schools should foster children's learning potential through school improvement and teacher professional development program standards, indicators, and facilitate school feeding program for children under starvation. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The Quality of Primary School Teachers’ Professional Development Policy Implementation: Conceptualization of Targets, Contents, Methods, Process and Contexts in Oromia, Ethiopia
By Girma Moti Geletu
The study evaluated the suitability of primary school teachers’ professional development policy implementation conceptualization of targets, reflective contents, process, methods and contexts in which it occurs in Oromia. The researchers used a mixed method with concurrent triangulation design. The researchers selected a total of 618 samples of the study using different sampling techniques such as purposive, convenience, stratified and simple random sampling techniques. The data were collected from primary sources of data such as teachers, mentors, principals, supervisors, coordinating committees and parents using questionnaires, interview, focus group discussion, document examination and observation. Then, the researchers analyzed the data using mean, standard deviation, one-way ANOVA and post hock test, and thematic narration. The study showed that both veteran and novice teachers were less able to conceptualize and contextualize their professional development practices to the existing phenomena in the schools under investigation. Teachers’ professional development practices were powerless to update professional competencies and improve professional and innovative pedagogical practices in classrooms. In addition, the professional development contents and activities were repetitive from time to time. Primary school teachers were not learning proficiently from continuous professional development practices to ensure basic and specific professional competencies required in classrooms. The implementations of reflective activities such as action researches, classroom observation, differentiate learning; collaborative learning, microteaching and lesson studies couldn’t contribute to practical changes. Teachers weren’t actively participating in professional development because of lack of conceptualization and contextualization of reflective activities to improve professional competencies although they are transformative intellectuals. Therefore, teachers, mentors, principals, and cluster supervisors should use face-to-face learning and digital learning strategies to improve instructional practices in classrooms, and values and prestige of teaching profession. Likewise, the study forecasts the requirement of context specific policy framework and practical toolkit for newly deployed and experienced teachers rather than focusing on the generic policy document. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.
Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways
By Girma Moti Geletu
The study examined professional engagement of communities of practice in primary school teachers’ continuous professional learning activities and improves curriculum practices in classrooms. The study employed a mixed method with concurrent triangulation design. The researchers selected 515 respondents by using purposive, availability, stratified and simple random sampling techniques from target population of the study. Questionnaires, interviews, classroom observation and document examination were used to collect data. The data were analyzed by using descriptive and inferential statistics and thematic narration. The findings showed that teachers were unable to improve their content-knowledge and pedagogical skills required in the classroom to effectively transform the curriculum into actual practices. The professional learning communities of practice were unable to improve their professional and academic capital, and curriculum implementation in classrooms. The engagement of communities of practice in teachers’ professional development activities affected quality of curriculum practices in classrooms. Therefore, the study recommended that learning communities of practices should carefully plan and implement the curricula in classrooms. Similarly, improving teachers’ accountability system and commitment in their collaborative professional learning should improve instructional practices in primary classrooms in Oromia Regional State, Ethiopia. © 2022 The Author(s)
Effectiveness of teaching-learning, research and innovative actions in Hawassa University, Ethiopia
By Girma Moti Geletu
The study examined the effectiveness of teaching-learning, research and innovative actions in Hawassa University. The study employed a mixed method research, with concurrent triangulation design. A researcher selected the samples of the study from target population using convenience, purposive, stratified and simple random sampling techniques. Then, a researcher collected data from 421 participants using open-and-closed ended self-constructed questionnaires, unstructured interview and document examination. The data were analyzed using descriptive and inferential statistics. Although exposing students to research contents and process aids understanding of knowledge construction, deep learning, networking and employability, the integration of teaching, learning, research and innovative actions inadequately contributed to technological, administrative, instructional and pedagogical innovations. The conceptualization and contextualization of the nexus between teaching learning, research and innovative actions in higher education institutions are important to promote students’ knowledge construction, deep learning and self-confidence. The study recommended that the academic staffs and postgraduates should participate in integration of teaching, learning, research and community services to improve their academic and professional capital. Instructors should use research-informed and research-based teaching and learning strategies while planning, implementing and evaluating instruction. Hawassa University should conduct tracer studies to evaluate graduates employability and improve technological, administrative, instructional and pedagogical innovations. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The effects of pedagogical mentoring and coaching on primary school teachers’ professional development practices and students’ learning engagements in classrooms in Oromia regional state: implications for professionalism
By Girma Moti Geletu
The study examined the effects of pedagogical mentoring and coaching on teachers’ professional development practices and students’ learning engagements in classrooms. The study employed mixed approach with concurrent triangulation design. The researcher selected samples of the study using availability, stratified and simple random sampling techniques. The researcher collected data using questionnaires, interviews, observation and document examination, and analysed using descriptive and inferential statistics, and narration. The mentoring practices improved teachers’ basic professional competencies (R2 =.2437 at p >.05). This contributed to students’ learning engagements (R2 =.1101 at p >.05). The coaching practices improved specific competency development (R2 =.1851 at p >.05). This contributed to students’ learning engagements (R2 =.0971 at p >.05). Mentoring and coaching practices occurred against plan-do-study-act-evaluation paths. These practices partially improved newly deployed teachers’ emotional safety, wellbeing and innovative pedagogical competencies of experienced teachers. Therefore, the qualities of mentoring and coaching should be enhanced through face-to-face interactions and E-leaning strategies. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
The effects of teachers' professional and pedagogical competencies on implementing cooperative learning and enhancing students' learning engagement and outcomes in science: Practices and changes
By Girma Moti Geletu
The study evaluated the effects of teachers' professional and pedagogical competencies on implementing cooperative learning method and enhancing students' learning engagement and outcomes in science. The study employed randomized controlled trials method. The pretest-posttest data were analyzed by using two-tailed t-test and ANCOVA to either reject or not reject the formulated hypotheses at the p 0.05 level of significance. The findings indicated that the implementation of cooperative learning method resulted in students' authentic learning engagement and higher academic achievements in science compared to individualistic lecture method where the differences between the baseline, mid-line and end-line showed significant increase because of teachers' professional learning practices to develop and update competencies and skills. Proper utilization of cooperative learning in classrooms helps to accommodate heterogeneity of students from diverse background ahead of ensuring learning engagement. The natural science teachers exposed to cooperative learning method developed better professional competencies and skills like content-knowledge, pedagogical skills, beliefs and attitudes compared to those who were not exposed to it. Thus, there were direct relationships between utilization of cooperative learning method and students' learning engagement and outcomes in science. The finding summarized that teachers' professional learning interventions improve implementation of cooperative learning method in classrooms. Thus, cooperative learning method persuades students' learning collaboratively and individually to promote higher order thinking, learning and responsive creativity. Teachers' continuous professional development practices should be implemented to improve their professional and pedagogical competencies and students' interdependence, individualistic accountability, communication skills, group processing skills and students' learning engagement.
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