The Ethiopian Journal of Education

Outlines of Argobba Pedagogical Grammar

2026-01-16T05:40:25+00:00

The main objective of this study is to sketch out the pedagogical grammar of Argobba language. The intended addresses are the Argobba language learners. Although the Argobba people live in different administrative regions of the country (Amhara, Afar, Oromiya, Harari, etc), the language does not have the same status in places where the Argobba people are found. In Aliyu Amba, Ankober, Gacheni and surrounding villages, for instance, only some elderly semi-speakers use the language. Following recent studies (Getahun, 2009, Wetter, 2010), there is stable bilingualism only in Shonke and Tollaha, where the data for this study is collected from. The language is seriously endangered, and it needs revitalization to fulfill the language needs of the speech community. Language pedagogy is one of the components of language revitalization. None of the grammar studies done so far on the language has treated how grammatical items of the language could be made more learnable and teachable. This study outlines the phonology, morphology, and syntax of the language in pedagogical orientation. It is strongly believed that besides its contribution to producing pedagogically sound learning/teaching materials, the study paves the way for detailed and graded pedagogical grammar work on the language. The contribution of this study is, therefore, two-fold: pedagogical and revitalization.

Government Secondary School Teachers’ Preferred and Perceived Leadership Styles, Professional Commitment, Retention and Job Satisfaction in Addis Ababa, Ethiopia: The Path-Goal Theory in Focus

2026-01-16T05:41:46+00:00

By using a correlational design, this study examined the relationship among leadership style, teachers' professional commitment, teacher retention and job satisfaction in Addis Ababa government secondary schools. Data was collected from a random sample of 293 teachers drawn from 11 government secondary schools using three standardised measures after adopting them for use in the present context. The collected data was analysed using t-test, analysis of variance, Pearson correlation and multiple regression analysis. The results indicated a significant positive correlation with moderate magnitude between job satisfaction on the one hand and professional commitment, leadership style and teacher retention on the other. The findings also showed that (i) teachers’ job satisfaction is significantly better under participative leadership than directive leadership; (ii) whereas participative leadership is by far the most preferred style, the leadership style practised, as perceived by most teachers, is directive leadership followed by participative leadership; (iii) participative leadership style, professional commitment, teacher retention, achievement-oriented leadership style, length of teaching service and educational qualification are significant predictors of teachers’ job satisfaction. Whereas the variables jointly accounted for 53 percent of the variance in teachers’ job satisfaction, participative leadership alone accounted for 33.6 percent of the variance in job satisfaction. It may be concluded, based on the findings, that participative leadership is the strongest predictor of teachers’ job satisfaction and a leadership style a large majority of teachers prefer. Directions for future research are suggested.

Exploring Middle-Level Science Teachers’ Perceptions of Inquiry-Based Practical Activities in Addis Ababa: Addressing Challenges and Harnessing Opportunities

2026-01-16T05:42:32+00:00

This study explores the perceptions of general science teachers regarding the implementation of Inquiry-Based Practical Activities (IBPAs) in middle-level schools across Addis Ababa, Ethiopia. This study aims to assess how teachers perceive the value of IBPAs and identify the challenges hindering its implementation. A mixed-methods descriptive design was employed to gather data through questionnaire from 120 general science teachers and interviews with 20 department heads to explore the importance and challenges of implementing IBPAs. Findings disclose that teachers commonly concede the instructional value of IBPAs in supporting student engagement, critical thinking, and practical application of science principles. Majority of the teachers intensely agreed that IBPAs improves learning by integrating theoretical knowledge to everyday environments and motivates active participation. However, significant gaps persist between these positive perceptions and actual practice. Most teachers still prefer teacher-dominated approaches due to their simplicity, citing barriers such as lack of laboratory materials, lack of professional training, poor administrative support, and low student motivation. The results further reveal that demographic factors like teaching experience and qualification slightly influence perceptions, with less experienced and diploma-holding teachers showing more positive views. Despite widespread recognition of IBPAs importance, its implementation remains inconsistent and often misinterpreted as confined to laboratory settings. The study concludes that tackling these challenges through continuous professional development, improved resource allocation, and supportive educational policies is vital. It recommends targeted teacher training and curriculum reforms to bridge the gap between awareness and practice with the purpose of promoting a more inquiry-based learning, student-centred science education system. These insights have implications for improving science pedagogy not only in Addis Ababa but in similar educational contexts striving to enhance learning outcomes through practical, inquiry-based learning.

Construct and Predictive Validity of Head-Toes-Knee-Shoulder (HTKS) Test as a Measure of Executive Function of Children in Pre-primary O-Classes in Ethiopia

2026-01-16T05:45:27+00:00

Executive Functions are the cognitive abilities needed to control and regulate one’s thoughts, emotions and actions, which are necessary skills for learning, problem solving, coping and adapting with challenges. The purpose of this study was to determine the validity of the HTKS test as a measure of executive function and relate it to academic skills such as emergent mathematics and literacy skills. The research questions were: 1) Is the Head Toes Knee Shoulder (HTKS) Test a reliable and valid measure of executive function? 2) Does executive function predict emergent literacy and mathematics performance of preschool children enrolled in O-class? 3) Do gender, age, regional location account for the contributions of executive functions on emergent literacy and mathematics performance? Cross sectional survey research method was employed and data was collected from 2,515 O-class preschool children (with 50% females) in five regional states of Ethiopia where 98% of the sample were between 5 and 8 years old. Data was collected using the Measure of Early Learning Quality and Outcome (MELQO) with the following sub-tests: emergent mathematics and literacy, executive functions. Reliability and validity of the MELQO tools were established during the pilot phase as well as during the main study and showed sound psychometric characteristics. Data was analyzed using t-test, confirmatory factor analysis and hierarchical multiple linear regression. Results showed that the HTKS test was both reliable and valid measure of executive function. Furthermore, there were no statistically significant difference between boys and girls in emergent literacy, mathematics and in executive function scores. Finally, results revealed that children’s executive function significantly predicted performance on emergent literacy and mathematics after controlling the effects of age and regional variations. About 14.3% and 15% of the unique variance on the emergent literacy and mathematics was respectively associated with executive function. In conclusion, executive function skills were found to be good predictors of academic skills and need to be considered in school readiness programs.

Critical Language Pedagogy and Language Education in Ethiopia: Examining the Tensions between Core Principles and Classroom Realities

2026-01-16T08:08:24+00:00

This review aims to critically examine the theoretical foundations and practical implications of Critical Language Pedagogy (CLP), focusing on its relevance to Ethiopia's language education system. Grounded n critical pedagogy and socio-cultural theory, CLP conceptualizes language learning as a tool for social justice, critical thinking, and learner agency. Drawing on comparative literature and Ethiopian language policy documents, the review identifies a substantial gap between CLP tenets and the teacher-centered, assessment-driven practices of Ethiopian classrooms. Although national language policy promotes mother tongue instruction and communicative competence, challenges such as inadequate curriculum design, limited teacher preparation, and minimal classroom interaction continue to constrain the realization of CLP’s core tenets. The review highlights the importance of linking pedagogy with students’ socio-cultural background and advocates for more inclusive, reflective, and interactive language teaching approaches. To address these gaps, the review provides practical recommendations for policymakers. These include integrating CLP principles into teacher training programs, revising curriculum to reflect critical and communicative goals, and fostering classroom environments that value multilingual identities, student voice and critical consciousness. The findings highlight the need for systemic reforms that align instructional practices with the transformative potential of CLP, focusing on culturally relevant and participatory language instruction.