2. Teachers’ Perception On Factors Affecting Their Effectiveness in the case of
Kolfe Kernio Sub-City Worda 01 Private Schools
Sirajudin Akmel
3. A Thesis Presented in Partial Fulfillment
Of the Requirements for the Degree Masters of Education in Educational
Leadership and Management
Addis Ababa University
June 2022
4. Introduction
Education is fundamentally an investment to
accomplish both human and economic
development. But unluckily it is one of the biggest
problems in Ethiopia. A poor education system
remains a stubborn fact in Ethiopia. To safeguard
and have success in the education system the
function and input of teachers are enormous
5. Introduction( Cont’d)
That is why the researcher preferred and
conducted this study under this topic – Teachers
perception on factors affecting their effectiveness
– by targeting seven private primary schools in
Kolfe Keranio Sub-City worda 01.
6. Statement of the Problem (cont’d)
This is a problem because:
Ineffective teacher can cause a student or class of students to
experience significant setbacks. They can make the job more difficult
for the next teacher by creating notable learning gaps. Ineffective
teacher can cultivate an atmosphere with so much indiscipline and
chaos, thus developing a pattern that cannot be broken easily. Lastly
and unfortunately, they can destroy the morale and self-confidence of
a student. This can cause tragic and irreversible effects.
(Matthew,2021),
7. Statement of the Problem (cont’d)
A study of 25 countries conducted during 2002-2004 showed
that policymakers in the majority of those countries were
struggling with problems resulting from a lack of highly
qualified teachers; problems with low social-status, low salary,
or poor teacher working conditions; a lack of systemic induction
programs; and unequal distributions of qualified teachers
between schools. (OECD, 2005)
8. Statement of the Problem (cont’d)
Teacher “ineffectiveness,” has been a major problem in low-
income countries like Ethiopia facing teacher shortages, low
salaries and poor conditions of service have contributed to
ineffectiveness among teachers. Hilina Assefa (2011) explained
that such Influence are forcing teachers leave their career as
they seek for life because of the harsh economic conditions.
The teachers who are left are overburdened due to large class
sizes especially with Free Primary Education. This affects their
effectiveness.
9. Statement of the Problem (cont’d)
It is very important that the potential teachers should be
resourceful in their communication, classroom management
techniques, expertise in their subject they teach, use the
necessary teaching aids for making the learning environment
more favorable and above all his or her students should perform
better in their classroom test . The teachers should have
professional development to create satisfactory effect on the
quality of education. The working condition of the teachers
should be conducive.
10. Statement of the Problem(cont’d)
The problem, as reported by many Researches consistently shows that
teacher effectiveness is a powerful determinant of student achievement
gains and very crucial to meet the increasing demands of our community.
based on experience and extensive research for updated literature
within this area that the gap still exists. there appears to be a gap in the
research literature explicitly addressing teachers' perception on factors
affecting their effectiveness and It is therefore very important to carry out
a study on Teachers’ perception on factors affecting their effectiveness in
Kolfe Keranio Sub-City Worda 01 Private Schools.
11. Statement of the Problem(cont’d)
based on experience and extensive research for updated
literature within this area that the gap still exists. there
appears to be a gap in the research literature explicitly
addressing teachers' perception on factors affecting their
effectiveness and It is therefore very important to carry out a
study on Teachers’ perception on factors affecting their
effectiveness in Kolfe Keranio Sub-City Worda 01 Private
Schools.
12. Purpose of the Study
The purpose of the study was to provide a description and
examine the various Teachers’ perception on factors affecting
their effectiveness in the teaching learning process in private
primary school of Kolfe Keranio sub city worda 01.
13. Research Question
1.What are teachers’ perceptions on teacher –related
factors affecting their effectiveness?
2.What are teachers’ perceptions on school-related
factors affecting their effectiveness?
3.How parents’ participation and involvement affect
teachers’ effectiveness?
14. Research
Method &
Design
Qualitative with a
phenomenological
design:
Data organization and analysis
were guided by Creswell’s
(2013) modified version of the
Stevick-Colazzi-Keen method
(Figure 3) with additional
insight from Moustakas (1994)
16. Research Method &
Design (cont’d)
Rationale for choice of research design:
singular experiences with the phenomenon were condensed into a
report of collective essence (Creswell, 2013)
A qualitative method was beneficial to this research study
because it
investigated the actual meaning of participants’ lived experiences
(Moustakas, 1994) and
allowed the researcher to empathically view participants’ world from
their perspectives (Lodico, Spaulding, & Voegtle, 2010).
17. Research Design
Descriptive survey research design was used in this
study because the subjects were observed in a
completely natural and unchanged natural
environment without influencing them. This implied
that it was more likely to get the true nature of the
variable under study. In addition, the research design
provided a means to contextually interpret and
understand the Teachers’ perception about the
Influence affecting their effectiveness.
.
18. Target
population
Population is the totality of persons, events, organization units,
case records or other sampling units with which the research
problem is concerned.The target population for this study was
taken from the Worda 01 education bureau report.The
targeted population for this study was 126 teachers in total.
kolfe keranio sub-cityWord 01( AyerTena) is situated west of
Zenebework, and Northeast of Rapi in Addis Ababa.
19. Target population
The total population reside according to community participation
secretary office in 2012 E.C was 32929. The woreda consists of 7
private primary schools,56 sections, 1334 primary school students
of whom 687 boys and 647 girls and 120 teachers in 2021/22
Academic Year (AY). Thus, the private primary school teacher-
student ratio is (1:11) and the section- student ratio is (1:24). The
population for this research was the 07 private primary schools in
Kolfe Kernio Sub-City Worda 01. There were 126 teachers in these
schools and 07 school principals.
20. Outline
Research Design
Target Population
Sample size and sampling procedure
Data Collection Instrument
Measurement of Variable
Data Analysis Method
Reliability and Validity of Test
Ethical Consideration
21. Research design
A research design shows which individuals studied; as
well as when, where and in which context (Oso & Onen,
2005). Descriptive survey research design was used in
this study because the subjects were observed in a
completely natural and unchanged natural environment
without affecting them. This implied that it was more likely
to get the true nature of the variable under study. In
addition, the research design provided a means to
contextually interpret and understand the Teachers’ perception
about the factor affecting their effectiveness.
22. Target population
Population is the totality of persons, events,
organization units, case records or other sampling
units with which the research problem is concerned.
The target population for this study was taken from the
Worda 01 education bureau report. The targeted
population for this study was 126 teachers in total.
23. Sample size and sampling procedure
By recommendation, the researchers took a list of the
Elementary School teachers and principal mark a total of
126 teachers respondents and seven principal respondents
from seven private primary school such as Tigat branch1
5.5%, Tigat branch2 no two 5.5%, Tigat branch3 no three
15.8% ,Joint Vision Academy30.9% ,Ehisan Academy17.4%,
East Africa Academy12,6% and Mar Youth Academy
11.9%.There were no specific method of sampling used as
the teachers and school principals in all schools were
already sufficient for the population goal
24. Data Collection Instrument
Interview and questionnaires are the two of the
most widely used primary data collection methods
(Greener, 2008). The instrument of data collection for
survey method is structured questionnaire whereas
interview guide is for interview.
25. The primary data source for both quantitative and qualitative
research methods were closed- ended and open ended
questionnaire and interview guide respectively. The questionnaire
for quantitative data collection was administered by the
researcher – the primary data were collected from (126)
teachers by actual visits (face-to-face) at seven private schools.
Whereas the interview with the seven school principal were
conducted by the researcher, in appearing and meeting with the
targeted principals.
26. Measurement of Variables
The major variables in the study were the Teachers perception
on factors affecting their effectiveness . These factors affecting
are independent – predictor variables – and teachers’ effectiveness is
dependent or outcome variable. In this study, the researcher selected
the three independent variables in order to test their
relationship and impact on dependent variable.
27. There were selected based on the reviewed literatures on the
topic. These independent variables are: TP on teacher related
factor, TP on school related factor, and TP on parent related
factor .For these three variables, the researcher tested the
directional (one-tail) hypothesis that each has relationship and
influence with the dependent variable, which is teacher’
effectiveness. So,the teacher effectiveness was seen as academic
performance of students, and the hard effort of teachers toward
the contribution to the attainment of organizational objectives.
28. Data Analysis Method
Analysis is the process of obtaining findings from data
derived from respondents. It goes beyond raw data; it
entails organizing, describing, interpreting, discussing and
presenting the data to readership (Creswell, 2014).
29. For quantitative survey data, the analysis was conducted by using the
Statistical Package for Social Sciences (SPSS). Descriptive
statistical method, such as frequencies and percentage were used
in order to describe the opinions and views of teachers on this
study topic. Moreover, inferential statistics tools such as
correlation and multiple regression analysis were applied to
examine the relationship, contribution and impact of independent
variables with the outcome variable (dependent) of this study –
teacher effectiveness.
30. As the interview was conducted by the researcher, the detailed
transcripts were captured and put in iterative ways to dig into text to
look for category of themes or areas of the data which can be built
into better and improved ideas or theory. Then, the qualitative data
analysis was analyzed by using content analysis method.
31. This was involved activities including organizing the data into
categories, coding and sorting them to identify patterns with this study
area and interpret the meaning of the responses. This method allowed
the researcher to categorize the information and organize them into
themes and patterns for easy interpretation. Afterward, the
researcher presented and narrate the analyzed interview results next
to the applicable themes of quantitative results.
32. Reliability and Validity Test
In simple terms, reliability means consistency of results.
This means there is the same outcome for repeated trials
(Kothari, 2004). In this research, reliability was enhanced
through a pilot study in randomly selected schools in Kolfe
Keranio Worda 02 Private Schools. Test- retest method was
used to do this (Kothari, 2004). Individuals who were randomly
selected were asked to fill the questionnaire and then fill
the same questionnaire again after two weeks.
33. The results from the two tests were then correlated using
Pearson Product Moment correlation. It was simply the average
of the sum of the Z score products and it measured the strength of
linear relationship between two characteristics. The closer the
scores were, the more reliable the research instruments were.
Therefore, a reliability coefficient of 0.9 and above showed
that the instrument was reliable.
34. Ethical Consideration
In this research study, issues relating to the ethical conduct of
research such as informed consent, confidentiality, privacy and
anonymity were upheld. Ethics is the norms or standards of behavior
that guide moral choices about our behavior and our relationships
with others. Participants and respondents were given full information
on the purpose and objectives of the study in order for them to make
informed decisions as to whether to partake or not.
35. Moreover, all information concerning the identity and personality of
respondents were treated with utmost confidentiality. Additionally,
this research participant was informed that all information
gathered are used for the sole purpose of this research study
(Odembo, 2013). The study sought to find out how teacher- related
Influence such as remuneration, school related Influence such as
school facilities, and class sizes influenced teachers’
effectiveness in private schools . The study had its population of
interest as the private primary school teachers who were selected
by the use of questionnaires. The school principals were
subjected to an interview schedule.
36. The study analyzed response of the participants to twelve statements
that sought to evaluate their opinions concerning the teacher - related
factor.
37. The schools offers incentives for outstanding performance 55(43.6%) agree/38(30.1) dis
Recognition affects effectiveness 71(56.3)agree 40(31.7)
Salary has no effect on teachers effectiveness 91(72%)
I have adequate knowledge of the Subject matter I teach 112(88.9%)
Subject matter Knowledge affect teachers' effectiveness 96(76.2)
Teachers’ Pedagogical Knowledge affect teachers’
effectiveness
80(63.5%)
Ihave relevanteducational qualification to the grade I
teach
(115(91.3)
Teaching provides a reliable income 60(47%) dis 22(17%) nu and 44(
34.3%)
38. From the findings of the study, it can be said that teacher
related factor such as school support, recognition, salary,
subject matter knowledge and teaching skill and intersesr
towards teaching profession influence teachers’ effectiveness.
A study done by Hilina (2011) on major causes of teachers’
turnover in selected government and private schools in Addis
Ababa , she found that the predominate causes of teachers
turnover included: school authorities support , inadequate pay, ,
lack of promotion opportunities.
39. In an interview with the principals on ways by which teacher
related Teachers’ perception about the Influence affecting their
effectiveness, they mentioned that effective teachers are
perform well up to the school’s expectation and help students to
pass theirexams besides the difficulties. On the other hand, they
mentioned that the teachers who are not effective are not
responsible and concerned about students‘ academic
achievement
40. Peterson (2004) suggests that teacher quality is often
recognised in three key ways including:
ï characteristics that people associate with good teachers
(Stronge 2002);
ï students’ scores on tests (Sanders and Horn 1998);
ï extent of teachers’ preparation or by their qualifications.
41. instructional leadership had a significant direct and
positive impact on collective teacher efficacy.
Calik, T., Sezgin, F., Kavgaci, H., & Cagatay Kilinc, A. (2012). Examination of
Relationships between Instructional Leadership of School Principals and Self-
Efficacy of Teachers and Collective Teacher Efficacy. Educational Sciences:
Theory and Practice, 12(4), 2498-2504.
Efficient teacher recruitment, proper deployment, and utilization are
necessary to ensure good professionalism. Clearly defined criteria
and guidelines to identify, attract, train, and retrain good teachers
must be in place so as to facilitate the selection of trainable teachers
capable of preparing students to successfully face the emerging local
and global challenges. .M. Hija, in International Encyclopedia of
Education (Third Edition), 2010
42. Absence of participatory and democratic school leadership,
lack of trust between teachers and principals, lack of training
and support, and absence of financial incentives were some
of the factors that were found to have impeded teachers’
involvement in school decision-making It was thus concluded
that teachers role in school decision-making not have been
given due emphases in this study, This is likely to affect the
overall activities of school in general and teaching learning
process in particular. Gemechu, D. (2014). The practices of teachers’ involvement in decision-making in government
secondary schools of Jimma Town (Doctoral dissertation, Jimma University, Institute of Education and Professional Development Studies).
43. School-Related Factor
School Facilities
Majority, 119 (94.5%) respondents rated agreement with
facilities help teachers to teach better,
120 (95.2%) respondents showed agreement as facilities provide
better working condition.
116(92.1%) respondents showed agreement on statement that
describe facilities increase teachers’ motivation,
62(49.3%) agreed that class size in their school make the teacher
ineffective.
44. Recruitment Process
I joined the school through a competitive interview 110(87.3)
I have a clear employment contract that offers me a sense of job
security100(79.4%)
Job description that clearly spells out my duties104(82.5%)
45. Instructional Leadership
I was assisted to gain un understanding of the school’s: goals,
values and culture.107(84.9)
The School principal offers helpful instructional leadership
98(77.8)
I feel supported by theschool management in carrying out my
duties98(77.8)
46. Decision Making
My opinions and views are appreciated and am involved in
decision making in matterspertainingtomywork.88(69.9)
There is a formal and effective criticism
procedure92(65%)
47. Parent related Influence that influence their effectiveness
Table 4.6 depicted that respondents’ response on parent related
factor as a factor affecting their effectiveness. To describes this
statements were designed and the result presented as follows:
48. Parent- Related Factor
Parents are cooperative and supportive 78(61.9)
There are enough number of responsible school community
leader/ Parent committee75 (51.6) 38(30.2) nu
There is favourable parent- teacher relationship.71 (56.4)
49. In an interview with the principals on the influence of
school related factor on teachers’ effectiveness, they
mentioned that addressing school related factor increases
teachers’ effectiveness thus making them willing to stay
longer at their work places and increasing their contact
hours with the students.
50. Summary of descriptive data analysis
Ineffectiveness of teachers is a test that schools and school
principals are facing. The ineffectiveness of one teachers in
a school may be considered to have minimal impact
However, when significant numbers of teachers lack
effectiveness, the collective impact on the school grows to
be shocking. That it openly influences the deliverance of
quality education.
51. The ineffectiveness of teachers can be origined due to
different reasons. In this study, the major factors that
affect teachers’ effectiveness in private primary schools
are identified. And, possible strategies/measures that
should be taken to minimize Teachers’ perception on
factors affecting their effectiveness are
discovered.
52. From interview analysis, it is learnt that most of the
interviewed school principals confirmed that poor working
conditions , school support, low salary, level of recognition ,
classroom conditions, and teachers’ interest towards
teaching are Influence in causing teachers’ ineffectiveness.
Moreover, school directors said that high workload that
teachers have an effect on teachers’ effectiveness.
53. From these study findings, it can be concluded that
favorable environment is essential engaging feature for
teachers in staying in the school with effectiveness. The
information also indicates that teaching is mutually agreed
milestones to influence next generation.
54. This inform the school leaders should work on the system of
providing quality education and developing teachers
effectiveness in their profession in order to promote and
enhance the academic performance of students and contribute
to the achievement of organizational objectives.
55. Correlation
Accordingly, the study result as indicated in table that there is a
positive and significant relationship between teacher-related
Influence with the teachers’ effectiveness. It is significant at the
significant level of 0.000, which indicates that it is less than the
standard value of probability (P), that is less than 0.05. The
Pearson correlation is 0.403. .196**and .338**
56. This means that as one of the variable increase in one
direction, the other variable increase the same direction, and
vice versa. So, the result is statistically significant for both
relationship of independent variables – teacher- related factor
and school- related Influence– with dependent variable.
57. Model Summary
According to Table 4.8, R value is 67% which shows the
strength of influence of the independent variables together on
dependent variable. The regression model also shows that R
square is 0.460 which shows that 46 % of the dependent
variable is being explained by the three independent variables,
58. while the other percentage of variation in teacher performance can
be attributed
by other variables, which are not considered in this study. This
depicts that the model accounts for 46 % of the variations in
influencing teacher’s effectiveness
while 56% remains unexplained by the regression model.
59. ANOVA Result
The ANOVA statistics presented in Table 4.9 was used
to present the regression model significance. Calculated
p-value was 0.000which was less than 0.05 (P < 0.05)
which show the result statistically significant which was
established
showing that there is a probability of less than 0.05 of
the regression model. Thus, the model is very
significant.
60. Regression Coefficients' Results
According to table 4.10, the multiple linear regression equation
becomes: Y= 0.549+1.169X1+ 0.170X2 +0.569X3
This multiple regression equation is not started from zero, the
intercept or constant value deviated from zero as the significant
value is less than 0.05. That is why number 0.549isa constant
number in the equation.
61. In the B coefficient, we see that it is positive; indicating that as
these teacher-related Influence, school-related
Influence and parent-related Influence increases, effectiveness
also increases. We
would expect that for every one-unit increase in teacher, school,
parent related Influence, there is a 1.169, 0.17, 0.569-unit
increase in Employee individual effectiveness respectively.
62. It indicates that teacher-related Influence have the highest
impact on teachers’ effectiveness in private school since it’s
estimated coefficient is the maximum. The same inference can
be made about the parent related factor and school-related
Influence significance and impact on the effectiveness of
teachers in the private schools.
63. Summary of the Findings
The main intention of this study was to examine the teachers’
perception on factors affecting their effectiveness in Kolfe
Kernio Sub-City Worda 01 Private Schools. Understanding the
key teacher effectiveness affecting factors and maintaining the
teachers for higher effectiveness
64. o Assess the extent to which teacher related factors
affecting teachers’ effectiveness.
Establish extent to which school related factors affecting
teachers’ effectiveness.
Evaluate how parent participation and involvement influence
teachers’ effectiveness.
o Give suggestions for the solutions and strategies of
managing teachers effectiveness for the bettered effective
teaching and students academic performance at all level in
private primary school kolfe keranio worda 01.
65. From the findings of the study, it can be said that TP on
teacher related factors such as school support, recognition,
salary, subject matter knowledge and teaching skill and
interest towards teaching profession affect teachers’
effectiveness.
66. This area of result shows that TP on School related factors such
as school facilities, recruitment procedure and support, good
working condition, instructional leadership, formal and
effective criticism procedure, involvement in decision making
were among factors affecting teachers’ effectiveness.
67. From finding, it is learnt that most of the respondents
confirmed teachers are encouraged and hopeful by the
support they obtain from parents and community, and their
relationships are promising from their participation in school
community activities.
68. In sum, the descriptive and inferential statistical analysis for
quantitative survey method and the qualitative analyses were
emphasized the existence and significance of the relationship
and influences of independent
69. variables with dependent variable. School related factor take
more share of impacting the dependent variable, and parent
related factor found next in their separate contribution to
overall influence to the outcome variable.
70. The study found finally found that school related factor shows positive
and significant has impact on the outcome variable. In general, the
study responded toward the three research questions.
Conclusion
The contribution of teachers towards producing good quality of
students cannot be ignored. Thus, its vital for every education
institution to keep its qualified teaching staff. And identifies all those
possible teacher, school and parent related and other Influence that
lead to teachers’ effectiveness.
71. Teacher’ interest, salary, recognition, qualification and subject
matter knowledge of teachers elements of the TP on teacher
related factors.
72. the study also found out that the TP on school related factors
such as school facilities, recruitment procedure and support,
good working condition, instructional leadership, formal and
effective criticism procedure, involvement in decision making
were among factors affecting teachers’ effectiveness and have
positive and significant relationship with the effectiveness of
teachers.
73. TP on parent related factor has positive and significant impact
on the teachers’ effectiveness. Thus, From finding, it is learnt
that most of the respondents confirmed teachers are
encouraged and hopeful by the support they obtain from
parents and community, and their relationships are promising
from their participation in school community activities.
74. To conclude the findings, Teachers’ effectiveness is
becoming more and more complex and challenging these
days. The effectiveness level of teacher is decreasing while
lack of recognition, inadequate salary, poor social status,
unfavorable working condition, lack of incentives, fringe
benefit and small class and school size are on the rise. .It is
known that down playing on Teachers’ perception on the
factors affecting their effectiveness, It affects their students.
It affects their community and, since quality education is so
highly correlated with economic growth, it affects their
country at large.
75. Conclusions
This study has
added insights about empathy and instructional design to the base of knowledge for
the field.
Participants’ responses about their lived experiences
provided insights about demonstrations of empathy related to decisions about
instructional design strategies.
The insights provided by this study’s findings will
help to continue the dialog about empathy in instructional design and, more
specifically, empathy for adult learners and the considerations necessary to provide
them with relevant, meaningful instruction.
