Ethiopian Journal of Teacher Education and Leadership

Teachers’ Understanding of Learning Styles: Perspectives on Curriculum Adaptation in Secondary Schools of Mareko Special Woreda, Central Ethiopia Regional State

2026-02-08T06:43:51+00:00

This study examines teachers’ understanding of learning styles and their impact on curriculum adaptation and student engagement in secondary schools of Mareko Special Woreda, Central Ethiopia Regional State. The primary purpose is to assess how teachers perceive and identify diverse learning styles, the strategies they employ to adapt curricula accordingly, and the perceived effects of these adaptations on student participation and motivation. Employing a convergent mixed methods design, data were collected through questionnaires and semi-structured interviews. The study targeted all Mathematics and Natural Sciences teachers (a total of 52) across three secondary schools, using census sampling. Purposive sampling was employed to select six teachers for in-depth interviews. Quantitative data were analyzed using descriptive statistics, including frequency and percentage whereas qualitative data were analysed using thematic analysis. Major findings reveal that although teachers possess a moderate to high familiarity with learning styles, their understanding often lacks depth, relying mainly on observational methods rather than systematic assessment. Group work and multimedia resources are the most common curriculum adaptation strategies, but resource limitations and insufficient training hinder broader implementation. Teachers generally perceive curriculum adaptation as significantly enhancing student engagement; however, their capacity to fully realize these benefits is constrained by limited professional development and resource shortages. The study underscores the need for targeted professional training and resource provision to improve teachers’ ability for effective curriculum adaptation aligned with diverse learning styles. The study recommends workshops, resource allocation, and the establishment of peer support systems to foster the accommodation of students with diverse learning styles.

Primary and Middle School Teachers’ Perception about their Pedagogical Competency and Associated School Factors in Bench-Sheko, and West Omo Zones: Implications for Teacher Education

2026-02-08T06:50:53+00:00

The main purpose of this study was to examine primary and middle school teachers’ perception about their pedagogical competency and associated school factors using concurrent QUAN + qual design. Three hundred seventy-four primary school teachers selected through simple random sampling have participated in the study. The finding shows two sets of clusters with a statistically significant difference in pedagogical competency. The first cluster, consisting of n=107 (29%) teachers, perceived they had good pedagogical competency, while teachers in the second cluster n=267 (71%), reported poor pedagogical competency at p<0.01. Lack of capacity building training, working environment, teachers’ qualifications, and teachers' training program are factors associated to teachers’ pedagogical competency. Finally, the study presented the implications of the findings on teacher education programs with regard to the preparation of teachers, admission to the profession, the quality of the training, and continuous professional development practices.

Learning Theories and Instructional Designs: Developing a Multimodal Quality and Student Support Service for Online Learning

2026-02-08T06:54:51+00:00

This work explores how prominent learning theories can be used to design online learning environments that prioritize quality and offer effective student support. Employing a bibliometric integrative review method, a comprehensive analysis was conducted on eighty-nine relevant articles refined from a pool of 357 sources. These sources explore (online) learning theories, practices and their associated instructional designs. Six prevalent learning theories were identified: Behaviorism, Cognitivism, Social Constructivism, Connectivism, Community of Inquiry, and Online Collaborative Learning. Each Theory was examined, highlighting its strengths, limitations, and its potential to inform effective online instruction. This analysis yields two crucial insights. First, the underlying philosophy of education and the chosen learning theory significantly influence the design of online learning environments. Second, existing online learning approaches often lack a strong integration of learning theories, particularly regarding assessment, student support strategies and quality learning within collaborative activities. By drawing on these insights, this Analysis proposes a model for online learning instructional design that emphasizes the multimodal, integrative, quality and student support service online learning model. This Model incorporates the concepts of different learning theories, and prioritizes quality and student support services, aiming to create engaging and effective online learning experiences that promote deeper learning and critical thinking skills.

Teacher Attrition and Motivation in Ethiopia: Prevalence, Associated Factors and Influences

2026-02-08T06:57:34+00:00

This study examines the intricate interplay between teacher attrition and motivation, emphasizing their significant implications for educational systems, student achievement, and community wellbeing. Attrition among skilled educators driven by personal factors, institutional challenges, and interrelated variables disrupts learning environments and erodes school culture. Employing a triangulated research design, the study integrates quantitative and qualitative methods, including desk reviews, teacher surveys, focus group discussions, and administrative data analysis, to capture both statistical trends and lived experiences. Findings suggest that schools fostering supportive, secure, and well-compensated workplaces are more successful in attracting and retaining high-performing teachers. Professional development, well-being initiatives, and fair evaluation systems further enhance retention. However, economic pressures, particularly in sub-Saharan Africa, with Ethiopia as a focal case, exacerbate attrition, as stagnant salaries fail to keep pace with inflation. Addressing this issue requires systemic reform and improved economic conditions. Given the diverse political, cultural, and socioeconomic contexts across regions, further localized research is essential to develop effective, sustainable solutions.

Exploring the Surrounding Community’s View of Addis Ababa University: A Community Service Perspective

2026-02-08T07:00:26+00:00

This qualitative study explored the perspectives of the external community surrounding Addis Ababa University (AAU), recognizing that these stakeholders are directly or indirectly connected to the University’s services and outputs. Data were collected from three key informants through semi-structured interviews, one focus group discussion and two case studies. The sample was selected using purposive-opportunistic sampling and was drawn from the woredas of Arada and Gulele sub-cities. The findings of this Study show that the University students and staff are not strangers living in an ivory tower, completely disconnected from the community. The Study showed that communities living in the adjacent woreda of Arada and the Gulele sub-cities have a quite ambivalent/paradoxical perception of the University while they view members of the community as enablers of peace. They also tend to view the University as a contributor to the rise in deviance and crime. The community's view is intertwined with students' economic interactions with the local community, and the community's civic life (ranging from involvement in ordinary social life to economic interactions) and University community services shape the community's perception.