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All Journal IJIET (International Journal of Indonesian Education and Teaching) Journal of Integrated Elementary Education Journal of Leadership, Management and Policy in Education Erudita: Journal of English Language Teaching
Kenea, Ambissa
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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School Principals Practices in Holding Teachers Accountable for Curriculum Implementation: Insight from Ethiopian Public Primary Schools Beyessa, Feyera; Kenea, Ambissa
Journal of Leadership, Management and Policy in Education Vol. 1 No. 2 (2023): Journal of Leadership, Management and Policy in Education, December 2023
Publisher : Magister Administrasi Pendidikan, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jlmpedu.v1i2.424

Abstract

The study aims to explore school principals’ practices on management accountability relationship for curriculum implementation. An exploratory qualitative case study type and multiple case study research design were employed. A purposive sampling technique was used. The study’s findings affirm that school principals’ practices through management accountability relationships were compromised for classroom curriculum implementation yet, strongly operational to hold teachers accountable for subordinate tasks namely, improving students' scores by 5 to 10% from the previous year's average score, increasing enrollment rate, students’ promotion by 100%, reducing dropout rate. Lowering teachers’ efficiency results, in removal from promotion and salary increments were exercised for performing subordinate tasks as strong accountability measures. If the physical presence of teachers were realized in the schools or classrooms, teachers’ weakness in the implementation of curriculum did not invite rigorous penalty rather principals exercised their management accountability relationship by giving advice, oral warning, ongoing professional training, and transferring to the lower grade levels were the actual accountability measures exercised in the schools. Penalties like a series of fines of up to three months' salary, downgrading, and dismissal from the job were exercised for teachers’ code of ethics such as smoking, unreasonable absenteeism, addiction to alcohol, and others.
DETERMINANTS OF PARENTAL SCHOOL CHOICE: A SYSTEMATIC REVIEW OF THE LITERATURE Bekele, Mekete Shiferaw; Kenea, Ambissa
IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v8i1.7296

Abstract

The study examined determinants of parental school choice internationally aiming to identify research gaps and providing suggestions for researchers. Articles published between 2000 and 2023 were searched from 9 databases and a total of 30 articles were included in the review. The result showed that parental school choice is critically affected by parent-related factors like parents’ education, income, family size, and education level of the children, and the school-related factors: quality of education, performance of teachers, school facilities, school cost, parent-teacher relationship, and school curriculums are the major ones. The safety/security related and children’s educational achievement is found slightly affecting factor on parental school choice. The research design of reviewed articles is found descriptive research although the explanatory research design was appropriate as it supports better. The study also identified factors for developing and developed countries are different. For developing countries socio-economy, income, family education, cost, curriculum, technology,  proximity to home, number of children, and age of the child are the major ones. For developed countries: school quality, teacher performance, special programs, playground, training teachers, library service, student moral development, school performance, environment, school ranking, interaction with parents, discipline, curriculum structure, knowledge, result, and communication skills are paid attention for parental school choice decisions.
A Study of School Principals' Practices to Ensure Teacher Accountability for Curriculum Implementation in Ethiopian Primary Schools Urga, Feyera Beyessa; Kenea, Ambissa
Journal of Integrated Elementary Education Vol. 3 No. 2 (2023): September 2023
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v3i2.17985

Abstract

This study investigates the curriculum implementation practices of principals in public elementary schools in East Wollega Zone, Ethiopia. Using an exploratory case study approach and a multiple case study research design, data were collected through semi-structured interviews and document review, and analyzed using thematic analysis. The results of the study confirm that principals prioritize holding teachers accountable for tasks other than curriculum implementation in the classroom. They pay insufficient attention to curriculum implementation while effectively managing subordinate accountability. The research reveals that stringent actions, such as removal from promotion and salary cuts, are imposed when teachers' performance in subordinate tasks declines. When teachers are present at schools, their shortcomings in implementing the curriculum are usually addressed by moving them to lower grades instead of imposing harsh punishments. In contrast, sanctions such as fines equivalent to three months' salary, demotion, and dismissal are reserved exclusively for violations of the teachers' code of ethics, not for performance issues in the classroom. Based on the findings, the study suggests that the government create a fresh educational accountability policy. This policy should motivate school principals to emphasize and strengthen accountability for executing the curriculum successfully.
INTERROGATING THE PURPOSE OF SECONDARY EDUCATION IN ETHIOPIA: RHETORIC AND REALITY Negesso, Lemessa Abdi; Kenea, Ambissa
IJIET (International Journal of Indonesian Education and Teaching) Vol 6, No 2 (2022): July 2022
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v6i2.4903

Abstract

The study examined the prevailing purpose of secondary education. Interview, questionnaire and observation are the tools used to collect data from curriculum experts, secondary school leaders, teachers, students and classrooms. Independent t-test was used to analyze quantitative data. Qualitative data obtained through interview, observation, and document analysis were analyzed using narrative description. Though the results from analysis of the Education Policy and related documents indicated the purpose of secondary education is to prepare students both for the world of work and for further education, key stakeholders perceived preparation for national examinations and higher education as the major intent of secondary education. It was found that experts, educators and students had no adequate understanding about the half part mission of secondary education, preparation for work. It was also found that the curriculum wasn’t designed to prepare students for work and teacher centered approach was the dominant pedagogical strategy employed in the schools. As a result, it is concluded that the prevailing purpose of secondary education is to prepare students for examination and higher education. It was suggested to enhance key stakeholders understanding about the entire purpose of secondary education and to revise the curriculum in use and pedagogical practices of the schools.
English language teachers’ textbook use: adaptation techniques and their influence on students’ learning experiences Abraham, Rahel; Kenea, Ambissa
Erudita: Journal of English Language Teaching Vol 5 No 2 (2025): November 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i2.12628

Abstract

In the implementation of language teaching curriculum, textbooks serve an indispensable purpose. The realization of the embedded potential in textbooks or any curriculum material, however, depends on how they are used in the delivered instruction. As there are few studies in the English Language Teaching context that studied combining textbook use or adaptation with the learning opportunities it results, this study investigates the way teachers adapt textbooks and how it influences the learning experiences provided in the curriculum. A qualitative case study design was adopted based on data from larger research that investigates curriculum materials use in the middle school context. The findings revealed that the two prominent adaptation techniques the teachers used, 'addition' and 'omission', determine the potential learning opportunities. ‘Addition’ was employed to enhance ‘form-focused learning’ and to address exam-related needs and this purpose was achieved. Resulted from ‘omission, however, the appropriate balance of language skill development could not be realized, and also opportunities for higher-order thinking skills development were denied. These findings suggest that adaptation practices need to be informed by principles that steams from pedagogical theory rather than on immediate and contextual determinants for integrating the affordances within the textbook.
Co-Authors Abraham, Rahel Bekele, Mekete Shiferaw Beyessa, Feyera Negesso, Lemessa Abdi Urga, Feyera Beyessa