The purpose of this study was to examine the leadership styles adopted by school principals and their influence on the job performance of primary school teachers in the Tigray region of Ethiopia. The study was designed to gain insight into the kinds of leadership styles presently used, the leadership preference of principals, the perceptions of the teachers and principals regarding the leadership styles of the principals and the effect of the leadership styles on teachers’ performance. The main research question that guided this study was: Which leadership styles are most commonly used by primary school principals in the Tigray region and what is their effect on the performance of teachers? A mixed-methods research design was used with questionnaires as well as a focus group interview as means of data-collection. One hundred and seventy eight principals and 446 teachers comprising 69% male and 31% female teachers participated in the study. The path-goal leadership questionnaire as well as a self-constructed questionnaire to measure teacher performance was self-administered to collect data from the selected principals and teachers, which secured a 97% response rate. During the qualitative phase, eight supervisors participated in the focus group interview. The questionnaire data were analysed using the Statistical Analysis System (SAS) software. Descriptive and inferential statistical analyses were conducted and presented in a clear and logical manner. The principals and teachers indicated that all the leadership styles, except the directive leadership style, have a positive impact on the teachers’ performance. Furthermore, the supportive leadership style is the most frequently used style. Importantly, age, qualifications and experience as independent variables had an effect on teachers’ performance. The data also indicated a statistically significant relationship between the job performance of teachers and the leadership styles employed by the principals. The study results make a contribution to the research on the relation between leadership styles and teachers’ performance, especially since no study has been conducted on this issue in the Tigray region of Ethiopia before. It was possible to make several meaningful recommendations for implementation in the Tigray region. / Educational Leadership and Management / D. Ed. (Education Management)

This research was conducted in one of the districts in the Oromia region located in the Central Rift Valley to assess the problem of soil erosion and deforestation and to determine how these drivers of land degradation affect the livelihoods of farmers. The research was a case study undertaken in an identified micro-watershed making use of the questionnaire interview method. A household sample was obtained using a simple random sampling technique; Information interviews were conducted with community representatives, district level experts and development agents who worked in the community. The objective of the research was to assess the levels of soil erosion and deforestation and the impact on the livelihoods of the community. Research methods were questionnaire and direct observation. The results of the study indicated that the effects of soil erosion and deforestation on land productively, agriculture and livestock production at large, had a negative effect on livelihoods of the community members. Recommendations based on the research affirm the necessity to undertake large-scale natural resource management starting with community-based watershed management thereby reducing the impact of land degradation on livelihoods of farmers and ensuring food security and sustainable land management. / Agriculture, Animal Health & Human Ecology / M.A. (Human Ecology)

This study aimed at assessing factors related to male participation in PMTCT in three public hospitals in Addis Ababa, Ethiopia. A quantitative, descriptive correlational design was used to assess correlation between male participation and socio-demographics, knowledge and awareness in HIV/PMTCT, socio-cultural belief, programmatic factors and reported risk. Male partners (n=216) were interviewed and reviews of HIV counselling and testing (HCT) acceptance formats were made. The major findings were 54.5% (n=156) males reported receiving HCT during their visit to partner’s antenatal care. Some 71.5 % (n=677) of women were accompanied to labour wards by male partners; 86.5% (n=208) of males accepted intra-partum HCT; 55.1% (n=216) scored above the mean score (10) on a 15-point scale for male participation. Male participation in PMTCT was found to have a statistically significant but weak correlation with educational level (r=0.193), income (r=0.167), PMTCT knowledge and awareness (r=0.172), socio-cultural belief (r=-0.164) and reported risk (r=-0.23). / Health Studies / M.A. (Public Health)

Instructional leadership is essential for the academic success of any schooling situation. Given this background, the researcher set out to investigate how instructional leadership is practiced and also could be improved in the Southern nations, nationalities and people’s region of Ethiopia; to this end, the researcher used a case study of four secondary schools. The main research question that framed the study was: How do principals practice effective instructional leadership role in secondary schools? A qualitative research method formed the basis of this study. The choice of schools for this study was deliberate, and was solely based on convenience. Participants in this study consisted of national educational experts, regional and district supervisors, as well as the principals of the selected schools from the sample areas. The following were selected from the sample areas: four school principals, six district supervisors and six regional experts. In addition, there were four experts from the Ministry of Education who also participated in the study. The analysis of the research data revealed that there is strong evidence of effective instructional leadership at the selected schools. However, despite the existence of this instructional leadership, these schools, like all other organizations, are still faced with a number of challenges that limit the effectiveness of the teaching and learning process. These challenges include lack of discipline, inadequate support, poor time management, lack of teaching and learning resources and poor training system. Participants were provided with a number of possible solutions to the problems identified. Principals were expected to be good role models in order to set examples for their staff members. An enabling environment had to be created for effective teaching and learning to take place. The researcher recommended the following new model: secondary school principals in the selected region were expected to have a vision and knowledge of instruction. In addition, they had to be committed to their work and be capable of creating a safe environment and a school culture conducive to effective teaching and learning. / Educational Management and Leadership / D. Ed. ( Educational Management)

This study focuses on marital rape in Ethiopia in the context of international human rights law. Marital rape refers to rape committed against women by their lawful husbands. Like rape that is committed by strangers, marital rape has a severe impact on the physical and psychological wellbeing of victims. Consequently, marital rape violates a range of human rights, such as the right to human dignity, right to bodily integrity, right to privacy, as well as the right not to be subjected to cruel, inhuman and degrading treatment. Marital rape is recognised as one of the forms of violence against women under international human rights instruments ratified by Ethiopia. In addition, the Constitution of Ethiopia recognises the right to equality between women and men during marriage, and prohibits the enactment of laws and policies that discriminate against women. Studies have shown that the prevalence of marital rape is high in Ethiopia. Despite this fact, the Current Criminal Code of Ethiopia does not regard marital rape as a criminal offence and as a result there is no punishment on the part of perpetrators of this offence. Consequently, this gives husbands the license to rape their wives without any consequence. Owing to various socio-cultural factors, victims of marital rape in Ethiopia do not report these incidents to the police. The fact that there are no remedies under the criminal justice system, also discourages victims from reporting such incidents. This study, argues that by virtue of adopting human rights instruments at both the UN and AU level which prohibits violence against women, Ethiopia is under obligation to criminalize marital rape. South Africa is one of the few countries in Africa that criminalises marital rape. According to the 1993 Prevention of Family Violence Act, stipulates a man can be found guilty of raping his wife. Later on, the Act was amended by the Family Violence Act of 1998, which gives protection to victims of domestic violence. Despite the criminalisation of marital rape in South Africa, studies indicate that marital rape is still prevalent in the country owing to numerous socio-economic and cultural factors. Hence, from the experience of South Africa it can be understood that criminalizing marital rape alone is not enough to tackle the problem. / Public, Constitutional, and International Law / LLM

African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study focuses on marital rape in Ethiopia in the context of international human rights law. Marital rape refers to rape committed against women by their lawful husbands. Like rape that is committed by strangers, marital rape has a severe impact on the physical and psychological wellbeing of victims. Consequently, marital rape violates a range of human rights, such as the right to human dignity, right to bodily integrity, right to privacy, as well as the right not to be subjected to cruel, inhuman and degrading treatment. Marital rape is recognised as one of the forms of violence against women under international human rights instruments ratified by Ethiopia. In addition, the Constitution of Ethiopia recognises the right to equality between women and men during marriage, and prohibits the enactment of laws and policies that discriminate against women. Studies have shown that the prevalence of marital rape is high in Ethiopia. Despite this fact, the Current Criminal Code of Ethiopia does not regard marital rape as a criminal offence and as a result there is no punishment on the part of perpetrators of this offence. Consequently, this gives husbands the license to rape their wives without any consequence. Owing to various socio-cultural factors, victims of marital rape in Ethiopia do not report these incidents to the police. The fact that there are no remedies under the criminal justice system, also discourages victims from reporting such incidents. This study, argues that by virtue of adopting human rights instruments at both the UN and AU level which prohibits violence against women, Ethiopia is under obligation to criminalize marital rape. South Africa is one of the few countries in Africa that criminalises marital rape. According to the 1993 Prevention of Family Violence Act, stipulates a man can be found guilty of raping his wife. Later on, the Act was amended by the Family Violence Act of 1998, which gives protection to victims of domestic violence. Despite the criminalisation of marital rape in South Africa, studies indicate that marital rape is still prevalent in the country owing to numerous socio-economic and cultural factors. Hence, from the experience of South Africa it can be understood that criminalizing marital rape alone is not enough to tackle the problem. / Public, Constitutional, and International Law / LL. M.

E-waste is a world-wide, interregional, and domestic problem. E-waste management is a challenging task not only due to its speedily increasing volume but more outstandingly because of its hazardous nature. This study examined the e-waste management and disposal methods in the city of Addis Ababa to propose appropriate e-waste management model. Further, it attempted to comprehend the existing policy gap by identifying the different obstructions to the adoption of e-waste management policy. To this end, the study employs both descriptive and explanatory research designs. It selected 100 household heads from Bole and NSL sub-cities, 72 GSD personnel from the educational institutions and governmental sector offices, and 6 higher government officials. The quantitative data were analysed using IBM SPSS 21. Thus, the frequencies, the chi-square tests, t-tests, a one-way ANOVA, the partial and product-moment correlations, the ordinal, multiple and Poisson regression models were computed. The qualitative data were analysed using ATLAS ti 7. The findings of the study revealed that most of the respondents were not aware of e-waste and its management. The households generated about 4,010 number of non-functional, 2,077 obsolete, and 1,856 broken e-waste. Besides, the educational institutions and governmental sector offices generated about 11,153 non-functional, 15,911 obsolete, and 11,360 broken e-waste. The monthly income was statistically significant in the e-waste management whereas family sizes, gender, and educational qualifications were insignificant. The major e-waste causes encompass rapid obsolescence rate, breakage, and the demands for extra and innovative models or designs of electronic gadgets. The most common e-waste disposal method was storing. The recycling, reusing, donation, and refurbishing of e-waste had hardly been practiced. The study found the absence of good disposal methods and recyclers as the root causes for the prolonged storage and improper disposal of e-waste. E-waste laws, legislation, projects, activities, and recycling centres were non-existent. What is more, the administrative, economic, and socio-cultural challenges triggered the poor e-waste management of the city. Based on the findings, the study proposed a workable e-waste management model, which would most likely result in efficient and sustainable e-waste management in the city. Further, it calls for the stakeholders to work jointly to ensure proper e-waste management. / Geography / D. Lit. et Phil. (Geography)

This thesis is entitled “Fostering collective teacher efficacy through values-based leadership in Ethiopian institutions of higher education”, which is delimited to the private universities. The main question was “What constitutes/determines the institutionalisation of values-based leadership (VBL) to foster collective teacher efficacy (CTE) in the context of Ethiopian private universities (EPrUs)?” The sub-questions were: 1) what does the current state of CTE and its perceived outcomes look like in EPrUs? 2) What sets of behaviours are desired to institutionalise VBL so as to foster CTE in EPrUs? 3) What are the institutional contexts required to institutionalise VBL so as to foster CTE in EPrUs? In addressing these issues, academic leaders, students and teachers from EPrUs participated in the study. As methods of data gathering both the survey method and interviews were used. Results revealed that CTE is not high enough in EPrUs and hence it needs to be fostered so as to bring the desired change in students’ learning. To foster this, institutionalisation of VBL is required that involves two inter-related aspects. The first one is about institutionalising desired values (behaviours), which are linked to the academic leaders’ yearning for positive sets of values and the teachers’ moral contract to their professional values. To this effect, the positive sets of values that academic leaders should yearn for and the sets of values that teachers should espouse as their professional values are explored. The commonalities between these values are also described and how these would be institutionalised is suggested. The values include integrity and trustworthiness, humility/selflessness, compassion and sense of gratitude, accountability and self-discipline, sense of collaboration and teamwork, and envisioning in leadership as the driving force. The second aspect is about institutionalising the contexts conducive to foster CTE and VBL support behaviours. The need to institutionalise those behaviours and contexts arise out of the perceived leadership gap (between what the teachers believe are the leadership priorities of the leaders and the behaviours they actually see in the leaders). This gap has been linked to CTE, and hence a model has been developed that would foster this efficacy. / Educational Leadership and Management / D. Ed. (Educational Management)

This study aimed to assess the magnitude, trends and determinants of intrapartum stillbirths in the public health facilities in Addis Ababa. A case-control study design was used along with quantitative data collection methods. Obstetric care data on key variables were collected from medical records of 728 cases and 1551 controls in the public health facilities during July 1, 2010 and June 30, 2015. Data were analysed using SPSS version 24 to determine associations and risk factors against intrapartum stillbirth. HMIS data from different sources were further analysed for the same period to determine trends of stillbirth in the public health facilities of Addis Ababa. Findings from this study showed a staggering high prevalence of stillbirth at an average rate of 28 per 1000 births during the period 2010-2015. This figure was comparable with the population level prevalence of prenatal death in Addis Ababa which was 30 per 1000 birth (Central Statistical Agency 2011:115). No statistically significant associations were revealed against the effects of maternal medical conditions including diabetes, hypertension, cardiac and renal diseases and key socio-demographic variables including age, parity and marital status, and intrapartum stillbirth. On the contrary, HIV and syphilis infections, foetal presentations, multiple pregnancy and the frequency of ANC visits during the index pregnancy had statistically significant associations with intrapartum stillbirth. Furthermore, low FHR, non-vertex foetal presentations and ruptured cervical membrane on admission to labour were among risk factors for intrapartum stillbirth. Similarly, women in the stillbirth group received substandard care regarding the timely assessment of foetal decent, cervical dilatation, labour induction, and episiotomy care compared to women in the livebirth group. Obstetrical complications including obstructed labour, eclampsia and preeclampsia were more common among women in the intrapartum stillbirth group indicating that the above variables were key determinant of intrapartum stillbirth. These findings suggest that poor quality of obstetric care during labour and childbirth were the underlying risk factors for intrapartum stillbirth. In conclusion, strategies to overhaul the obstetric care practices in the public health facilities through skills building, accurate use of labour monitoring tools, close supervisions, accurate classification of stillbirth, proper documentation, and ongoing research efforts. / Health Studies / D. Litt. et Phil. (Health Studies)