Ethiopian Journal of Teacher Education and Leadership

Factors Affecting Women’s Participation in Educational Leadership Positions at Elbethel Private Academy

2026-07-22T04:57:03+00:00

Female representation in school leadership is not just a matter of demographic parity; it is believed to be a strategic necessity for creating diverse, inclusive, and high-performing educational environments that reflect the communities they serve. Unfortunately, females are often underrepresented in school leadership. This Study explores factors that affect women’s participation in leadership positions at Elbethel Private Academy in Addis Ababa. A descriptive survey design was used to carry out the Study. Data was collected from teachers, school principals, and human resource managers using questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings of the Study indicate that organizational factors, such as a lack of support from senior management and limited recruitment practices for attracting female candidates hinder women’s participation in leadership positions. Family responsibilities, including marriage and parenting, also affect women's ability to engage fully in educational leadership roles. Economic factors, such as financial barriers and disparities, pose challenges to women's representation. Women's self-perceptions, fear of success, and attitudes toward work-family balance influence their leadership participation. Additionally, success in higher education plays a crucial role in encouraging women to apply for top leadership positions, while addressing historical inequalities in educational opportunities is necessary. Understanding and addressing these factors are essential for promoting gender equality and empowering women in educational leadership.

A Comparative Analysis of the Primary Education in Ethiopia and Singapore: Purposes, Governance, and Curricular Practices

2026-07-22T04:59:58+00:00

The main purpose of the study was to conduct a comprehensive comparative analysis of primary education systems in Ethiopia and Singapore, two nations with markedly contrasting educational outcomes and socio-cultural contexts, focusing on educational purposes, governance, curricular practices, and to identify potential lessons for educational improvement in Ethiopia. The study employs a qualitative methodological framework based on Bereday’s four-step comparative analysis Model. Data was sourced from recent policy documents, academic literature, and international reports, and was analyzed thematically to identify similarities, differences, and contextual influences shaping each system. Findings reveal that Ethiopia’s primary education emphasizes foundational literacy, numeracy, moral, and civic education within a decentralized governance framework, facing challenges related to resource constraints, standardization, and quality disparities. Conversely, Singapore’s system demonstrates centralized governance, a rigorous, holistic curriculum, ability-based streaming, and innovative pedagogical approaches that underpin its top rankings in global assessments. The study discusses lessons Ethiopia can learn from Singapore’s strategic planning, resource optimization, technology integration, and curriculum reform to enhance its educational quality and relevance. Overall, this comparative analysis underscores how socio-economic, cultural, and political factors influence educational purposes and practices, offering insights for policymakers and educators aiming to elevate primary education outcomes in diverse contexts.

Research on Education in Emergencies: Current Status and Dilemmas

2026-07-22T05:03:01+00:00

Sound, ethical, and rigorous reflective research practices are essential for the development of education in emergencies as a strong and respected field of study. This review examines the current state of research in this area and its related challenges. It analyzes the main research themes, the most commonly studied topics, and the research methods used. It also considers the key features of education in emergencies that affect how research is conducted. The review was conducted based on relevant articles published in peer-reviewed journals since the mid-1990s.Grey literature was also consulted, particularly regarding the status of research conducted on education in emergencies. The results of the scoping review indicated that studies focusing on conflict, qualitative research, and practical applications dominate research on education in emergencies. It was also found that a large proportion of the studies were conducted with the participation of researchers from the Global North, with fewer than a fifth of the studies being conducted by researchers from the Global South alone.[1] Review of the accessible literature also disclosed that research on education in emergencies is characterized by multiple dilemmas which need to be resolved in the development process of the field as an established field of inquiry. These and many other findings of the review are helpful inputs as education in emergencies is being recognized as an area for academic research and graduate-level training in Ethiopian universities and beyond.

Conceptual Change for Improving Chemistry Education in Ethiopia: A Conceptual Literature Review

2026-07-22T05:05:29+00:00

Research on conceptual change (CC) has demonstrated that students often struggle when learning involves substantial modifications to their existing knowledge. Despite the extensive and sophisticated discourse surrounding CC theories and strategies in science education, a notable failure persists in translating these well-researched frameworks into substantive conceptual understanding among learners. Numerous studies indicate that conventional teaching methods are inadequate to support these cognitive shifts. Drawing on a conceptual literature review, this article presents a comprehensive examination of the foundations of CC, CC theory, and its application within science and chemistry education. The discussion spans the meaning of CC, theoretical frameworks, instructional strategies like conceptual change texts, analogies, and demonstrations, and limitations of conventional instructional approaches. It highlights empirical research evidencing improved learning outcomes through CC approaches. The article uncovers the complexities and best practices for facilitating CC in chemistry, aiming to enhance both teaching methods and student comprehension in chemistry. This review has led to a set of informed conclusions and actionable recommendations.

Curriculum Alignment with Labor Market Demand and National Development Goals: The Case of Civil Engineering Undergraduate Program at Addis Ababa University

2026-07-22T05:07:20+00:00

The purpose of this study was to explore the alignment of curriculum with labor market demand and national development goals, with particular focus on the civil engineering undergraduate program at Addis Ababa University (AAU). For this study, a qualitative research method was employed, particularly a single case study design. Purposive sampling technique was employed in order to collect the data from the target population. The primary data were collected through semi-structured interviews from four senior faculty members who served for more than 10 years of experience, one alumnus, one MOE official, one curriculum expert, one official acting as a client at MOE, and two project managers from construction companies through person-to-person interviews. Also, a focus group discussion was conducted with 4^th and 5^th year students. Besides, document analysis was also used as a secondary data source, such as published journal articles, books, and reports . The researcher systematically processed the interview data by transcribing, coding key words, grouping them into categories and themes, and summarizing the findings to prepare the research report. The findings of the study revealed that significant gaps in the AAU civil engineering curriculum leads to disconnect from national development goals and labor market demands, institutional and instructional challenges. The curriculum emphasizes theoretical knowledge but lacks practical skill training, which contributes to graduate skill mismatch with labor market demands. Institutional barriers and lack of organized feedback from stakeholders’ involvement further exacerbate the problems.