COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTEMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

ASSESSMENT PROBLEM OF HUMAN RESOURSE MANAGEMENT PARACTICE IN

ABAFRANSON SECONDARY SCHOOL IN GUBRE SUBCITY

A SENIOR ESSSAY REPORT SUBMITTED TO DEPARTMENT OF EDUCATIONAL

PLANNING AND MANAGEMENT FOR PARTIAL FULFILLMENT OF
REQUIREMENTS FOR BACHELOR OF ARTS DEGREE IN EDUCATIONAL
PLANNING AND MANAGEMENT

PREPARED BY: TESFAYE DIMA

ADVISOR: CHERAMLAK FEKADU (MA)

AUGUST, 2024

WOLKITE, ETHIOPIA

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 LETTER OF APPROVAL

These is certify this senior essay ‘on problems of Human resource management practice in
Abbafransua secondary school in Gubre subcity, Central Ethiopia regional state(CERS) is
submitted in partial fulfillment of the Bachelor of Arts Degree in Education planning and
management and complies with regulation of the university and meet the accepted standards with
respect to originality and quality.

Approval by board of examiners

Department Signature Date

…………….. ………… ……. ………………..

Advisor Signature Date

……………… ………….. …………………..

Internal Examiner Signature Date

……………………….. …………….. ……………………

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 ACKNOWLEDGEMENT

First of all I would like to thanks the almighty God forgive me strength and pertinence.

Second, I would like to express my heartfelt appreciation to My advisor Mr, Cheramlak Fekadu
{MA} who has devoted much of his time and knowledge besides his busy schedule in consulting
me and for his great treatment on my continuous errors. He provided me with basic ideas and
constrictive comment which actually enabled me to complete this study in its present.

Next, I would like to send my gratitude to those personal in Gubre subcity education office
Abafransua secondary school ‘principals and teachers for their cooperative participation and
provision of the required data for the study.

Finally, I would like to profound my family for their genuine supporting financial while I was
studied and encourage me for the success of my dreams. I really thank them.

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 ACRONYMS/ABBREVIATION

HRM: Human recourse management.

CERS: Central ethiopia regional state

GEQIP: General Education quality improvement program/package

MOE: Ministry of Education

4
 ABSTRACT

This study was mainly aimed at the assessing the problems of human resources management
practice in secondary school of Gubre subcity CER Accordingly this Abfransoa secondary
school was selected. Principal and vice principals were selected through available of those
school, as well, from those school, 20 teachers were selected as by simple random sampling
technique and woreda education officers were selected purposively. Descriptive survey method
was used. Type of data collection tool, names questionnaire and interview was used to obtain
the necessary information for the study. Based on the data analyzed and interpreted, it was found
that at the time of selection of principals for different school, woreda education office never give
weight age to the experience of the candidates and their maturity. In addition to this almost
principals in s secondary school of Gubre subcity were not trained in management course. As the
result of this the principals lack managerial skills such as checking upon the interests of the
newly employed teacher, organizing and managing socialization and induction programs, to
discuss any comments raised from school teachers, and so on. To solve the problem, the woreda
education office should design training problems on the management course for the principals
and should take into consideration the experience and maturity at the time of selection of
principals for different school.

TABLE CONTENT PAGE

Acknowledgement……………………………………………………….....................................
…………………………I

5
Acronyms and abbreviations...................................................................................................II
Abstract…………………………………………………………………………..............................
............………………..III
TEBLE
CONTENT……………………………………………………………………................................
......……….IV

CHAPTER ONE……………………………………………………….......................................
…………………………1
1. The problem and its approach...........................................................................................1
1.1. Background of study.........................................................................................................2
1.2. Statement of the probl......................................................................................................4
1.3 .Basic questions.................................................................................................................5
1.4 .Objective of the study.......................................................................................................6
1.4.1. General objective...........................................................................................................7
1.4.2 .Specific objective...........................................................................................................8
1.5 .Significance of the study.................................................................................................9
1.6 .Delimitation of the study................................................................................................10
1.7. Limitation of study…………………………………………................................
………………………………..11
1.8 .Operational definitions...................................................................................................12
1.9. Organization of the study...............................................................................................13

CHAPTER TWO..................................................................................................................14
2. Review literatures..........................................................................................................14
2.1. Human resource management
…………………………………………………………......................…....15
2.1.1. The concept of human resource management……………...........
………………………………..16
2.1.2. Human resource management define…………………………………..................
…………………..17
2.1.3. The steps of human resource
management………………………………..............................18
2.1.4. Factor affecting of human resource management…………………........
……………………....19

CHAPTER
THREE……………………………………………………………………………..........................
............20
3. Research design and methodology..............................................................................20
3.1. Discretion of the study area...........................................................................................21
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3.2. Research design..............................................................................................................22
3.3. Research method............................................................................................................23
3.4. Sources of data...............................................................................................................24
3.5 Population , sample Size and Sampling Technique.......................................................22
3.6 .Data gathering tools........................................................................................................23
3.7 .Procedure of data collection..........................................................................................24
3.8 Ethical consideration........................................................................................................25

CHAPTER
FOUR…………………………………………………………………………................................
.....……25
4. Representation, Analysis and interpretation data………………………...............
…………………25
4.1. Data presentation and analysis
………………………………………………………….....................…...25
4.2. The practice of socialization, induction and placement of the newly recruited staff
the secondary school of Gubre subcity......…………………………………...........…26
4.3. The ability of school principal in the measurement of the school personal performance
…………………………………………………………………………………………………........
................…26
4.4. School principals capacity in developing and performing different actives to upgrade school
person perform..............
………………………………………………………………………………27
4.4. Factors that affect they implementation of human resource ……………………...
…………..27

CHAPTER FIVE
………………………………………………………………………….....................................
……28
5. Summary of the major, finding, conclusion and recommendation…………………....
…….28
5.1. Summary of the major finding…………………….......................
………………………………………..28
5.2. Conclusions…………………………………………………………….............................
……………......………28
5.3.
Recommendation………………………………………………………………...............................
……………29
Reference..............................................................................................................................30
Questionnaires and interview ............................................................................................ 31

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LIST OF TABLES
List Page T
Table 1; The total population and sample size of the study……………………………….....…31
Table 2: General characteristics of respondents…………………………………………………32
Table3: The practice of socialization, Induction and placement of the newly Recruited staff in the
secondary schools of Gubre subcity……………………………………………………...…….33
Table 4:-The Ability of school principals in the measurement of school personal performanc…34
Table5:-Schools principal’s capacity in Developing and performing different Activities to
upgrade school personnel performance……………………………………...……………35
Table 6:- Factors that affect the implementation of human resource management……………...36

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 CHAPTER ONE

THE PROBLEM AND ITS APPROCH

Introduction

Education is the process by which man transmits his experiences, new findings and value
accumulated over the years in his struggle for survival and development, through organizations.
In this process, human resource management plays its own role (Korntze and Weirich, 1998:99).
Human resource of an organization consists of all individuals engaged in any organizations
activities regardless of level. Human resources were the most important resources of an
organization. They are critical in that they significantly influence organizational productivity.
Since people are necessary ingredients in any organization, human resource management was
inherent in all organizations. Human resource management is the performance of all managerial
functions involved in planning, recruiting, selecting, developing, utilizing, rewarding and
maximizing the potential of human resources to the best achievement of the objective of an
organization. Abroad objective of human resource management is to optimize the usefulness (i.e.
the productivity) of all workers in an organization. The above statements emphasis that, the
function of human resource management is to ensure that productive effort of the individual
employee is harnessed in such a way that he/she gives of his/her best towards the achievements

9
of the goals of the organization. The human resource managers a unique position in that he
interacts with all heads of departments, so that he/she offers the necessary leadership, which is
vital in the Achievement of organizational goals (Steers, 1985).

In order to deal effectively with other specialists, the human resource manager himself/herself
must have high degree of educational attainment. The human resource manager is expected to
introduce and facilitate collective bargaining procedures and submit collective agreement
proposal to the organization for an approval and negotiate such details on behalf of the
organization. The human resource manager coordinates and controls the implementation of the
organizations human resource policies and practices to ensure uniformity, justice and fairness.
School leaders are expected to mobilize the abilities and efforts of the teachers to provide
effective education program. To this end, instructional leader should be highly visible in the
school, and stay close to the instructional process. Effective leadership of principals is an
important aspect on their managerial activity to have good educational planning and to
implement the plan properly. Therefore, this study attempts to make survey on recent issue as to
why there is low practice of HRM in Abafransoa secondary school.

1.2 Statement of the problem

According to Mark (2003), successful human resource management is not the result of simply
obtaining a position, but rather possessing the knowledge of human resource management and
understanding of successful leadership practice along with the personal ability to effectively
implementing those practices. Hence, school leaders need remarkable skills to provide effective
leadership practice in different school achievement to improve the job performance of their
teachers and to boost the student achievements. However, according to Real (2012),school in
Ethiopia were less expressed in using appropriate HRM practice for better job performance of
teacher to bring satisfactory student academic achievement. Thus, teachers job performance is
directly related to HRM practices of the principals, who motivate safety, cooperate them in
committed way.

The ministry of Education (2008) has developed a general education quality improvement
program/package (GEQIP). Among these package one is school leadership (HRM) of
school),which was designed to improve the quality and capacity of school principals, to increase

10
the performance of teachers and student achievement and coordination, motivation, initiation,
influencing and improving teachers job performance. Good leadership practices increases the
motivation of the followers to achieve the organizational objective, the maintenance of
cooperative, relationships and teamwork and mobilization of support and cooperation from
people outside the group or organization (Yolk, 1998).This tells the quality of HRM practice in
the school is the main determinants for teachers’ job performance as well as students’ academic
achievement.

As the Ministry of Education MoE(2002) noted that principals, as instructional leader, focus on
helping teachers to improve their classroom performance and make academic instruction as their
schools top priority. In one way (MoE ,2010) argued that principals need to have the theoretical
knowledge, skill and adequate experiences in school leadership and management and/or should
have a profile of possession of various trainings on school leadership and management so as to
play active and effective leadership practice in school improvement programs.

Therefore this study was analyzing problems related to human resource management (HRM)
practice in the Abafransoa secondary school in Gubre subcity. And study was intended to the
effect of appropriate human resource management (HRM) practice on teacher’s job performance
in Abafransoa secondary school in Gubre subcity. The study was attempt to answer the following
basic research questions.

1.3. Basic questions

The basic questions raised in the study were:-
 What was the factors affecting the implementation of effective human resource
management in the Abafransoa secondary school?
 How were the practice of socialization, induction and placement of newly recruited
teachers and other staff members in Abafransoa secondary school?
 To what extent were the teachers and other staff members’ capacity building (i.e.
training, development and motivation)' functions of human resource management are
performed in that school ?
 How the activities related to teachers and other staff members ‘performance appraisal
were carried out in the Abafransoa secondary school in Gubre subcity?

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1.4. Objectives of the study
These studies have general and specific objectives

1.4.1. General objective

The general objective of the study was to investigate practice of human resource management
(HRM) problems in Abafransoa secondary school in Gubre subcity.

1.4.2 Specific objectives

The specific objectives of the study were:-
 To assess factors affecting the implementation of effective human resource
management in the Abafransoa secondary school.
 To identify the practice of socialization, induction and placement of newly
recruited teachers and other staff members in Abafransoa secondary school.
 To distinguish the extent aware the teachers and other staff members’ capacity
building (i.e. training, development and motivation)' functions of human resource
management are performed in that school.
 To identify the practice of the activities related to teachers and other staff
members ‘performance appraisal were carried out in the Abafransoa secondary
school in Gubre subcity.

1.5. Significance of the study

The study has the following significance.
 It may help as a baseline for the Gubre subcity and Zones, and others to get solutions for
human resource management problems.
 It may provide some base for researchers to study on human resource-management
problem as starting point.
 It may help to improve school performance to practice placement of newly recruited
staff member.
 It may suggest principals to improve their school personnel evaluation system.
 It may help school principals in designing different strategies to upgrade school person
performance.

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  It may suggest different solutions to reduce human resource management problem
related to school

1.6. Delimitation of the study

The study was focus only on problem of human resource management (HRM) in Abafransoa
secondary school in Gubre subcity.. In the someway the scope of the study was delimited to
these one secondary schools only, due to shortage of time and economic constraints Abafransoa
secondary school in Gubre subcity was only selected as the target of the study.
1.7. Limitation of the study
I beloved that it would have been better to conduct the study in a wide scale ; however the study
was conducted with limitation such as absence of sufficient reference materials relevant to the
study, financial shortage and transportation problem. Even though the challenges were high an
attempt was made to overcome them and affected not to have any significant influence on the
result of the study

1.8. Organization of the study

The study was organized in five chapters. The first chapter was on the problem and its approach,
chapter two was discuss on the review of related lite rature, in chapter three the research design
and methodology was discuss, and in chapter four representation, interpretation and analyze of
data and chapter five summary, conclusion and recommendation.

1.9. Operational definitions

Human resource management: Is a management function concerned with hiring,
motivating, and maintaining work force in an organization.

Human resource management practice: Is a system that attracts, develop, motivates,

and retains employees to ensure the effective implementation and the survival of the
organization and it members.

Human resource management problem: Is compliance with law and regulation,

management changes, leadership development, workforce training and development, and
adapting to innovation compensation.

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 Secondary school; Is covers two phases on the International standard classification of
education scale .less 2 or lower secondary education (less common junior secondary
education ) is considered the second and final phase of basic education ,and level
3(upper) secondary education is the stage before tertiary education.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter contains the review of related literature. The review has two major sections. The
first section explains human resource management. The second section focuses on components
of human resource management.

2.1 Human resource management

Human resource management problems are widely seen in different schools. This part discusses
the theoretical background that stated by different authors and books to identify the items which
contributes to the problems. Therefore human resource management components such as;
concept of human resource management, role of management, significance of human resource
management, components of human resource management, the performance management
process, performance management criteria, compensation and benefits, training and
development, career development, employee relations and employee health and safety are treated
thoroughly in these chapter.

2.1.1 The concept of human resource management

Human resources may be defined as the total knowledge, skills, creative abilities, talents and a
aptitudes of an organization’s work force, as well as the values, attitudes, approaches and beliefs
of the individuals involved in the affairs of the organization. It is the sum total or aggregate of
inherent abilities, acquired knowledge and skills represented by the talents and aptitudes of
persons employed in the organization (Bernadin H.John, 2004).

The human resources are multidimensional in nature. Widely, human resources may be defined
as the knowledge, skills, creative abilities, talents, and aptitudes obtained in the population;
whereas from the viewpoint of the individual enterprise, the talents and aptitudes of its
employees (Gupta,R.S, 2003).

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2.1.2 Human resource management; defined
Human resource management has come to be recognized as an inherent part of management,
which is concerned with the human resources of an organization. Its objective is the maintenance
of better human relations in the organization by the development, application and evaluation of
policies, procedures and programs relating to human resources to optimize their contribution
towards the realization of organizational objectives. In other words, HRM is concerned with
getting better results with the contribution of people. It is an integral but distinctive part of
management, concerned with people at work and their relationships within the enterprise. HRM
helps in attaining maximum individual development, desirable working relationship between
employees and employers, employees and employees, and effective modeling of human
resources as contrasted with physical resources. It is the recruitment, selection, development,
utilization, compensation and motivation of human resources by the organization. To our
research the definition, it is the recruitment, selection, development, utilization, compensation
and motivation of human resource by the organization is appropriate. Em,(2005) Is the
employing people, training them compensating them and developing strategies to retain them.
As a HRM has undergone many change over the last twenty years, giving it an even more
important role in today organizations.

2.1.2. The Five steps to Human Resource Management.

1 Assessing Human Resources .

2. Demand Forecasting

3. Supply Forecasting

4. Matching Demand and Supply and

5. Action Plan

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2.1.3. Factors Affecting of Human resource management

Human Resource Management is the most significant of any enterprise because it involves effective
management of the employees in the organization. However, Human Resource Management is more
complex than one can imagine, because of the large diversity of the employees that results in people
from different backgrounds working together.lt will be because of the complexity of human resource
Management that the HR department is one of the key departments in any organization .so it will be
make one wonder about what exactly makes Human Resource Management successful .Let us take a
closer look.

1) Implementation of Technology
Implementation of HR Technology is one of the biggest factors affecting human resource
management in an organization. This is because to day you have advanced HR soft ware plat
forms that are designed to automate every aspect of HR functions. This results in a boost in HR
productivity and efficiency along with more effective employee management.

2) The Work Environment

It was until last year that the conventional office environment was the only thing people would
imagine.

3) Availability of Good Talent

Some times, that can be stressful for the human resource management department, because it
becomes increasingly difficult to find the right resources for open positions in the organization.
This can result in positions remaining open for extend period of time or the organization having
to compromise with resource that are not the best fit for positions.

4) Training and Development

Training and development programs for the employees can be a great way to boost employee
engagement and at the same time, help the organization find resources with the exact skill set
required for different positions. In other words, it can prove to be a win -win solution for the
employer as well as the employees. Digital HRMS is the new age HR software platform that
enables HR department to plan and manage training sessions for employees, even in times of
remote work (Em, 2005).

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 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1. Description of the study area
Gubre subcity is one of the woreda found in Guraghe zone. It is one hundred fifty kilometers
from Addis Ababa and Fifteen kilometer from Wolkite which is the capital city of Guraghe
zone. This woreda is surrounded by different woredas and zone. Ezgna woreda is the east of it,
Gumer woreda in the north east, Silte zone in the south, Endegagne Woreda in the south west &
Enemore Woreda in the south east were the neighboring Woreda and a zone that surrounds it.

3.2. Research Design

The research was conducted on problems of human resources management practices in
secondary schools of Gubre subcity of Gurage zone Central Ethiopia regional state (CERS). To
do this the descriptive research techinque was used, because descriptive survey is concentrated
with the present and in it attempts are made to find out the present position of the phenomena
which is being investigated.

3.3. Research Method

The method which was employed both quantitative and qualitative techniques are more emphasis
on quantitative one current approach in which the researcher contains quantitative and qualitative
data in order to provide comprehensive analysis of the problem.
The major purpose of this study was asses the problem of human resource management practice
in Abfransoa secondary school in Gubre subcity.

3.4. Sources of data

The data for the study was obtained from both primary and secondary sources. Primary Sources
might be from schools teachers, principals, vice principals, and Woreda education officials. The
secondary source was obtained from document and reports the school of Gubre subcity education
office.

3.5. Population, Sample Size and Sampling Techniques

A. Sample Size

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From total population of principals and vice principal and teachers in this secondary school, the
total population number of principals and vice principals are 3 from this 3 was selected as
Available sample technique and the total number populations of teachers are 92 from this 20
teachers was selected as simple random technique. And from the total number population of
woreda education officers 25 from this 7 was selected purposive.
B. Sample technique
Sample selection method was basic for the quality of research. Sample can be makes consider the
nature and scope the subject matter to study the population. In this study the researchers uses
three type of sampling techniques. The first technique was simple random sampling technique
for the purpose of gathering primary data. This simple technique was use for selecting the sample
teachers among the total teachers. Second availability sampling technique was used to select
principals and v/principals, which were in the selected schools and use purposive technique for
woreda education office.
Table 1;The tolal population and sampling size of the study
No Respondents Total population Simple size Sampling Appropriate data
technique gathering tools

No %

1 School teacher 61 20 32.7 Simple random Questionnaire

2 Principal and vice principal 3 3 100 Available Questionnaire
3 Woreda education office 25 7 23.3 Purposive Interview

3.6. Data Gathering Tool

Questionnaires were used for data gathering purpose. Questionnaires were designed for
principals, vice principals teachers and officers and the questionnaire was prepared with both
closed and open ended items, so as to get first hand information. In other instrument to be used
for the collection of secondary data for the study was an interview. It helpful to supplement the
information gathered through other instruments, as well as for the clarification of some
unforeseen information.

3.7. Procedure of data collection

After preparing questionnaire, with proper and prior permission from EDPM department,
researcher was write letters to the educational office and to selected school principals. The

18
research writer personally visit selected school, met the principals, explained the purpose of the
research, and took permission from them. After obtaining permission, the research writer met the
selected teachers and explained the purpose of research, and the method to fill up the
questionnaire. Then the questionnaires were being distributed to the teachers, principals and
v/principals of the school. After questionnaire was filled, it collected back by the writer.

3.8. Method of Data Analysis

After questionnaire was be collect from the respondents, the research questionnaire was scored
out, then tabulated for analysis for quantitative analysis item with percentage was calculated at
the time of interpretation qualitative analysis was done through description.

3.9. Ethical consideration

Ethical consideration can be specified as one of the most important parts of the research.
Accorinding to Bryman and Bell (2007) the following points represent the most important
principles related to ethical consideration 1, research participants should not be subjected to harm
in any ways what so ever, 2 respect for dignity of research participants should be prioritized 3,
full consent should be obtained from the participants.

CHAPTER FOUR

4. REPRESENTATION, INTERPRETAION AND ANALYSIS OF DATA

This chapter deals with presentation and analysis of data obtained through questionnaire. Closed
ended and open ended questionnaire were set for teachers, principals, vice principals and woreda
education office officers. The questionnaire were distributed to 20 teachers, 3 principals, and
vice principals and 7 woreda education office officers. Among the distributed questionnaires all

19
(100%) were filled and returned by the respondents. In data collecting process, some general
demographic characteristics such as sex, age, academic qualification and field of study of the
respondents in each category were collected. Finally the responses were arranged in table forms
and analyzed as follows

4.1. Characteristics of the respondents

Table 2 General Characteristics of respondents

No Items Respondents
Teacher Principal and vice principal Woreda education
officer
No % No % No %
1 Gender Male 14 70 2 66.6 4 57.1
Female 6 30 1 33.3 3 42.8
Total 20 100 3 100 7 100
2 Age 21-30 10 50 - - 1 14.2
31-40 6 30 1 33.3 2 28.5
41-50 year 2 10 2 66.6 2 28.5

20
 Above 51 year 2 10 - - 2 28.5

Total 20 100 3 100 7 100

3 Year of Under five 3 15 - - - -
service year
6-10 4 20 - - 2 28.5
11-15 year 6 30 2 66.6 3 42.8
16-20 year 4 20 1 33.3 2 28.5
Above 21 year 3 15 - - - -
Total 20 100 3 100 7 100
4
Field of Language 5 25 - - - -
study Natural 7 35 - - 2 28.5
science
Social science 8 40 3 100 5 71.4
Management - - - - - -
Total 20 100 3 100 7 100
5 Level of
education Certificate - - - - - -
Diploma 5 25 - - 1 14.2
Degree 13 65 - - 4 57.1
MA 2 10 3 100 2 28.5
Total 20 100 3 100 7 100

As shown in items characteristics of table 4.1 above the number of teacher 14(70%) and
2(66.6%) the number principal and vice principal, 4(57.1%), of woreda educational office were
male respondent. On the other hand among respondent groups 6(30%) of teacher 1(33.3%) of
principal of view principals and 3(42.8%) officials were female population. This show that,
were imbalance between male and females population participation except in the case of vice
principal. This implies the majority of the respondents of this, study were male population than
female population. Therefore most data that required to this study were collected from male
population.

Regarding age group of the respondents most were found in the age between 21-30
years, 10(50%) Of teachers and 1(14.2%) of officials were found in the age group of
years. This data indicated that most of our respondents found in different sample school were
young adults. That is they are at productive age.

As to their education background none of teachers was at certificate level. And it also none Of
principals and vice principals at diploma level.5 (25%) of teachers were diploma holders.
In the case of field of study’s 5(25%) and of teachers were language natural science and social
science respectively. 3(100) of principals has language, social science respectively. And

21
2(28.5%), 5(71.4%) of woreda education officials has, natural science, and social science
respectively. From this we can say that more should be invested in principals and woreda
education officials to be EDPM graduates.

Regarding their service years11 (30%) of teachers and 2(66.6%) of principals were served for
11-15years.And 4(20%) of teachers 1(33.3%) of principals, and 2(28.5%) of woreda education
officers served between 16-20 years. From this one can understand that most teachers, principals
and also woreda education officers have no adequate experiences.

4.2. The practice of socialization, Induction and placement of the newly

Recruited staff in the secondary schools of Gubre subcity.
When the newly recruited, screened and selected teachers enter to any schools to do their job, the
practice of induction and socialization, should be secondary activities of any school manager
(leader). By doing these schools leader can provide different school information to the newly
employed teachers. In addition to this he/she also understands the interest of these teachers to
accomplish their responsibilities and finally this helps to achieve different goals stated by
schools. Hence the condition of socialization, induction and placement of newly recruited staff in
the secondary schools of Gubre subcity were summarized in the following table.

22
 Table-3:- The practice of socialization, Induction and placement of the newly Recruited
staff in the secondary schools of Gubre subcity
Responde Standards
nts
S/ Items V/High High Medium Low V/Low Total
No
N % N % No % No % N % No %
o o o

1 Arranging a shelter when Teachers 5 16.67 3 10 10 33. 7 23.33 5 16.6 30 100

the new teachers come to 33 7
school.

2 Socializing the newly 7 23.33 4 13.3 11 36. 4 13.33 4 13.3 30 100

employed teachers with 3 67 3
school administrative, Teachers
teachers, students and
school community.

3 Showing school library, 3 10 5 16.6 15 50 2 6.67 5 16.6 30 100

learning class, toilet, staff 7 6
and other buildings. Teachers

4 Showing basic materials 3 10 3 10 16 53. 7 23.33 1 3.33 30 100

and utensils available areas 33
in the school. Teachers

5 Directing and explaining 2 6.67 6 20 7 23. 13 43.33 2 6.67 30 100

for the newly employed 33
teachers on general Teachers
procedure and nature of
work in their school.

6 Checking up the interest of 3 10 5 16.6 9 30 10 33.33 3 10 30 100

the newly employed 7
teachers before assigning Teachers
to specific job.

23
7 Addressing materials 3 10 6 20 12 40 8 26.67 1 3.33 30 100
which are important to
perform their task Teachers
effectively and showing
the way to get the material.

8 Advising the newly 1 3.33 9 30 14 46. 3 10 3 10 30 100

employed teachers when 67
they face problem or Teachers
morale crisis.

In terms of Item 1 of table 5(16.67%), 3(10%), 10(33.33%), 7(23.33%) and 5(16.67%) of the
respondents responded that arranging a shelter when the new teachers come to school is v/high,
high, medium, low and v/low respectively. This shows that the activity is at the medium level.

In terms of Item 2 of table 7(23.33%), 4(13.33%), 11(36.67%), 4(13.33%) and 4(13.33%) of the
respondents responded that socializing the newly employed teachers with school administrative,
teachers, students and school community is v/high, high, medium, low and v/low respectively.

Regarding to this item also the Woreda education officers on their interview replied that the
activity of socializing newly recruited staff members is at good condition. This shows that the
activity is at the medium level.

In terms of Item 3 of table 3(10%), 5(16.67%), 15(50%), 2(6.67%) and 5(16.66%) of the
respondents responded that Showing school library, learning class, toilet, staff and other
buildings is v/high, high, medium, low and v/low respectively. But regarding to this item the
Woreda education officers from their interview replied that this activity is not in good condition
most of the schools. This shows that there is some contradiction in the responses on this activity.

In terms of Item 4 of table 3(10%), 3(10%), 16(53.33%), 7(23.33%) and 1(3.33% )of the
respondents responded that Showing basic materials and utensils available areas in the school is
v/high, high, medium, low and v/low respectively. This shows that the activity is at the medium
level.

In terms of Item 5 of table 2(6.67%), 6(20%), 7(23.33%), 13(43.33%) and 2(6.67%) of the
respondents responded that directing and explaining for the newly employed teachers on general
procedure and nature of work in their school is v/high, high, medium, low and v/low
respectively. This shows that the activity is at the low level.

24
In terms of Item 6 of table 3(10%), 5(16.67%), 9(30%), 10(33.33%) and 3(10%) of the
respondents responded that checking up the interest of the newly employed teachers before
assigning to specific job is v/high, high, medium, low and v/low respectively. This shows that
the activity tends to the low level.

In terms of Item 7 of table 3(10%), 6(20%), 12(40%), 8(26.67%) and 1(3.33%) of the
respondents responded that the activity of addressing materials which are important to perform
their task effectively and showing the way to get the material is v/high, high, medium, low and
v/low respectively. This shows that the activity is at the medium level.

In terms of Item 8 of table 1(3.33%), 9(30%), 14(46.67%), 3(10%) and 3(10% )of the
respondents responded that the activity of advising the newly employed teachers when they face
problem or morale crisis is v/high, high, medium, low and v/low respectively. This shows that
the activity tends to the medium level.

So, the major activities carried out by the newly employed teachers were not based on their
interest. Due to this, the management could not use their actual potential in effective way.

4.3. The Ability of school principals in the measurement of school personal

performance.
Of the major task that should be implemented by school manager (principal) is measuring and
managing school personnel performance in providing necessary correction and support to ward
maximizing the performance.

25
 Table 4:-The Ability of school principals in the measurement of school personal
performance.

S/No Items Standards Respondents

Principals Teachers

No % No %

1 Is there a clearly established Yes 3 100 8 40

criterion for teacher's
performance appraisal? No - - 10 50

I am not sure - 2 10

Total 100 20 100

2 If your answer to question Behavior oriented rating method 2 10

number one is yes, which rating
methods of teacher appraisals Result oriented rating method 8 40
under implementation in the
school? Both Behavior oriented and result oriented method 3 100 10 50

Total 3 100 20 100

3 Who is the most influential one in Principal 2 66.6 9 45

appraising teacher's performance?
Students - 5 25

Woreda supervisor 1 33.3 4 20

school supervisor - - 2 10

peers - - -

Total 3 100 20 100

How frequently the teacher's Daily - - -

performance appraisal has been
done? Weekly - 1 5

4 Monthly 5 25

Quarterly 3 100 9 45

semi-annually 4 20

26
 Annually 1 5

Total 3 100 20 100

5 Teachers are informed about the One week after evaluation - - 4 20

results in
Two weeks after evaluation - - 10 50

three weeks after evaluation 3 100 2 10

at any time based on principal’s interest - - 2 10

not at all - - 2 10

Total 3 100 20 100

6 How is principal's interest to Very good - 3 15

discuss any comments following
evaluation results? Good 3 100 1 5

not good - - 16 80

Total 3 100 20 100

7 The flexibility of school principal Very good 1 33.3 3 15

to change evaluation results after
some forms of comments? Good 2 66.6 14 70

Not good - - 3 15

Total 3 100 20 100

8 Is there any interference from Yes 2 66.6 5 25

woreda education office agents to
change teachers evaluation results No 1 33.3 14 70
that made by school
administrative group? don’t know - - 1 5

Total 3 100 20 100

In Item1,of table6 3(100%) of principals and only 8(40%) of teachers responded about the
presence of clearly established criteria’s for personnel performance appraisal in their school.
Regarding Item2, of table 6, 10(50%) of teachers and 3(100%) of principals (vice principals)
responded that both behavior oriented and result oriented rating method is implemented in their
schools for teacher performance appraisal. 8(40%) of teachers and the principals were no
answered result oriented as a rating method. The principals were not give answer for this

27
question and 2(10%) of teachers answered behavior oriented as a rating method. This shows that
weight is given to both behavior and result in appraising personnel performance.
In Item 3 of table 6, 2(66.6%) of principals and 9(45%) of teachers answered that principals are
the most influential one in appraising teacher's performance. Only 2(10%) of teachers answered
school supervisors are influential one in appraising teacher's performance and 1(66.6) of the
principal and 4(20%) were responded woreda supervisor.
Regarding Item 4 of table 6, most of respond dents, 3(100%) of principals and 9(45%) of
teachers responded that teacher's performance appraisal has been done quarterly.
In Item 5 of table 6, 2(10%) of teachers responded that school principals informing performance
appraisal result to school teachers at any time based on their interest. 3 (100%) principals,
2(10%)responded to support three week after evaluation. But according to woreda education
officials, school principals informed performance appraisal results to their school teachers twice
in a year i.e. January and July. In this item different respondent groups gave different answers.
So this showed that, there was no formal or fixed time to tell performance appraisal result to
teacher in the woreda.
In Item 6 of table 6, regarding principal interest to discuss any comments arising from school
teachers performance appraisal result, 16(80%) of teachers and concludes as not good, but
3(100%) of principals and vice principals responded as good.
In Item 7 of table 6, only 14(70%) of teachers, 2(66.6%) of principals and vice principals, totally
16(136.6%) respondents indicated that the flexibility of school principals to correct teachers
evaluation results after some forms of comments was good.

In Item 8 of table 6, 2(66.6%) of principals and vice principals as well as 5(25%) of teachers
respondents showed about the presence of woreda education official’s interference of change
teachers performance appraisals results that developed by school administrative groups. But
14(70%) of teachers and 1(33.3%) of principals and vice principals answered there is no
presence of worda education official’s interference of change teachers performance appraisals
results that developed by school administrative groups. In additional to this woreda education
officials also expressed about the rejection of high performance appraisal results that developed
by school management groups by woreda officials. Thus, school administrative group were not
free from the control of woreda education officials. Therefore, they could not decide teacher’s

28
performance appraisal results independently; by this each school teacher could not get their
actual performance results.

4.4. Schools principal’s capacity in Developing and performing different

Activities to upgrade school personnel performance.
Once a person is employed in a certain job it is through training one can improve performance
gap acquainted with new technologies or working systems. Therefore training and development
program is the major contributing factor to fill the performance gaps and to introduce new
working systems.

Table5:-Schools principal’s capacity in Developing and performing different Activities to

upgrade school personnel performance.

Good 3 100 13 65

not good - - 1 5

Total 3 100 20 100

S/No Item Sta Resp 15 75

nda onde
2 1 rds nts

No - Princ Tea 20
ipals cher
s

I am not sure - No % No %

How do you evaluate your ve - - 6 30

school capacity in planning, ry
training, development program go
and implementing it od
accordingly?

If your answer for question number two is Result of performance appraisal 1 33.3 3 15
yes, what are the selection criteria for
3 teachers training and development? Training needs assessment 2 66.6 16 80

Individual interest - - 1 5

Total 3 100 20 100

4 Who is the responsible person to decide school principal 2 66.6 14 70

teachers training issues?

29
 Woreda education office agents 1 33.3 4 20

school supervisors - - 2 10

Total 3 100 20 100

5 Which training method is applied for school on the job training 3 100 11 55
teachers dominantly?
off the job training - - 9 45

Total 3 100 20 100

6 The effectiveness of training program is teacher performance on work 2 66.6 17 85

evaluated by activities of teaching learning
process

teacher activities on areas of 1 33.3 3 15

teaching and learning process
and out of these

Total 3 100 20 100

7 Is there any counseling program to support Yes 3 100 15 75

school personnel when they face job related
problems? No - - 5 25

Total 3 100 20 100

As show in table 7, item 1, 13(65%) of teachers and 3(100%) of principals and vice principals
responded as the presence of a good condition in their schools about of planning, training and
developing programs to upgrade school personnel performances. In the support of this, woreda
education officials Said that the following program are available for the improvement of teachers
and schools. Some of the programs are: - 1. Continuous profession development programs
(CPD), 2. School improvement programs (SIP), 3. BPR implementation method, 4.continuous
assessment designing and implementing 5.Training and developing programs to upgrade school
personal performance.
Items 2 of the table 7for the question of the clear selection criteria ion for training and
development of the teachers? 3(100%) of the principal and 15(75%)were answered there is
criteria for the training and development program.

30
Item 3 of table 7, regarding to selection criteria’s for teachers training and development
programs 1(33.3%) of principals and vice principals as well as 16(80%) teachers respond that
were results of performance appraisal was used as criteria for teachers training and development
programs;

And 2 (66.6%) of principals and 3(15%) of teachers respond that training needs assessments was
used for teachers training and development programs. Only 1(5%) of teacher select individual
interest was used for teachers training and development programs.

In items 4 of the table 7for the question the responsibility person to decide teachers training
issue? Their 2(66.6%) of the principal and 14(70%) were responded school principal.

In item5 of table 7, most respondents 3(100%) of principals and vice principals and 11(55%) of
teachers select that on the job training method is applied for schoolteachers dominantly. 9(45%)
of teachers select that off the job training method is applied for schoolteachers.

In item 6 of table 7, 17(85%) of teachers and 2(66.6%) of principals and vice principals showed
that teacher performance on work activities of teaching and learning process was the main
evaluating criteria for the effectiveness of teachers training program. 3(15%) of teachers and
1(33.3%) of principals and vice principals answered teachers activities on areas of teaching and
learning process and out of these are evaluating criteria’s for the effectiveness of teachers
training program.

Item 7 of table 7, 3(100%) of principal and vice principals and 15(75%) of teachers respond that
there is counseling program to support school personal that were face job related problems. But
5(25%) of teachers responds that no.

Regarding to preparing and providing different capacity building programs the Woreda
education officers say that, even if the programs are available, they are not well organized so
they cannot assure the desired change.

4.2.4 Factors that affect the implementation of human resource management

The achievement of any stated goals in a given school depends on the presence or absence of
different factors in that school. Hence problems encountered about the implementation of human
resource management in the school were summarized in the following table.

31
 Table 6:- Factors that affect the implementation of human resource management
Respondents

S/No Item Standards Principals Teachers

No % No %

1 Are there well experienced administrative Yes 1 33.3 5 25

personnel in the school?
No 2 66.6 13 65

I am not sure - 2 10

Total 3 100 20 100

2 Administrative personnel are specialized in Strongly agree - 6.25 - -

the management profession
Agree 1 33.3 3 15

Disagree 2 66.6 12 60

strongly - - 5 25
disagree

no opinion - - - -

Total 3 100 20 100

3 Which type of leadership style are applied by Autocratic 1 33.3 4 20

principals
Democratic 2 66.6 3 15

laissez -fair - 13 65
liaise

Total 3 100 20 100

4 The quality of principals to provide decision High - - 2 10

on time
Medium 3 100 13 65

Low - - 5 25

Total 3 100 20 100

5 The commitment of principals to achieve the High - - 4 20

school goals
Medium 2 66.6 13 65

Low 1 33.3 3 15

Total 3 100 20 100

6 Principals capacity to coordinate the school High - - 3 15

32
 community towards the school improvement

Medium 3 100 15 75

Low - - 2 10

Total 3 100 20 100

7 Principal capacity to create a favorable High 1 33.3 3 15

working environment and working condition
for teaching and learning process Medium 2 66.6 11 55

Low - - 6 30

Total 3 100 60 100

According to item 1 in table 8, 13(65%) of teachers and 2(66.6%) of principals and vice
principals expressed about the shortage of well experienced administrative personal in the
selected schools of Gubre subcity. Also the Woreda officers accept this idea on their opinion
expressing on the interview.

In item 2 of table 8, majority 12(60%) and 2(66.6%) of teachers and principals (vice principals)
respectively answered about the absence of administrative personnel who, specialized in the
management profession. This showed that, there was a shortage of administrative personals in
the sample schools who qualified in management profession. Following this there was no
satisfactory managerial activities in these schools.

In item 3 of table 8, 1(33.3%) principals and v/principals, 4(20%) teachers of respondents

responded that principals’ leadership style is autocratic. 2(66.6%) principal and v/principals, 1of
respondents responded that principals’ leadership style is democratic. 13(65%) teachers,
respondents responded that principals’ leadership style is laissez -fair liaise. Since 65%
respondents described the principals working style is laissez -fair liaise leadership and even one
of the principal also accepts this. It shows that most of the principals don’t have any idea about
leadership and management.

Item 4 of table 8, 2(10%) teachers, have high capacity to provide decision on time. 3(100%)
principals and vice principals, 13(65%) of teachers respondents responded that the principals
have medium capacity to provide decision on time. 5(25%) of teachers, respondents responded
that the principals have low capacity to provide decision on time. Regarding to this item the

33
Woreda education officers replied that the capacity of principals to provide decision on time is
medium.
Regarding item 5 of table 8, only 4(20%) teacher respondents responded that principals have
high commitment to achieve school goals. 2(66.6%) principals and 13(65%) teachers,
respondents responded that principals have medium commitment to achieve school goals.
1(33.3%) principals and vice principals, 3(15%) teachers, respondents responded that principals
have low commitment to achieve school goals.

Item 6 of table 8, 3(15%) of teachers, totally of respondents responded that principals have high
capacity to coordinate the school community towards the school improvement. 3(100%)of
principals and vice principals, 15(75%) teachers, of respondents responded that principals have
medium capacity to coordinate the school community towards the school improvement. 2(10%)
teachers, of respondents responded that principals have low capacity to coordinate the school
community towards the school improvement.

Regarding item 7 of table 8, 1(33.3%) of principals and vice principals, 3(15%) of teachers,
respondents responded that principals have high capacity to create a favorable working
environment and working condition for teaching and learning process. 2(66.6%) of principals
and vice principals, 11(55%) of teachers, respondents responded that principals have medium
capacity to create a favorable working environment and working condition for teaching and
learning process. 6(30%) of teachers, respondents responded that principals have low capacity to
create a favorable working environment and working condition for teaching and learning
process. From the above data analysis, we can say that most of the principals have sufficient
capacity to create a favorable working environment and working condition for teaching and
learning process.

34
 CHAPTER FIVE

SUMMARY OF THE MAJOR FINDINGS, CONCLUSION AND

RECOMMENDATIONS
The last chapter of this study deals with summary, conclusion and recommendation. In the first
part of this chapter a brief summary of the general study and major findings are presented. Then,
conclusions of the findings were presented. Finally some possible recommendations were given
based on the finding of the study.

5.1 Summary of the major findings

The major objectives of this study was to find out problems of human resource management in
selected secondary schools of Cheha woreda, for this purpose the following basic questions
were formulated.

1. What were the factors affecting the implementation of effective human resource
management in the school.
2. How was the practice of socialization, induction and placement of newly recruited
staff in the secondary schools of Gubre subcity looks like?
3. To what extent was the staff capacity building (i.e. training development and
Motivation) functional of human resource management are performed in the
secondary schools of Cheha woreda?
4. How were the activities related to staff performance appraisal were carried out in
the secondary Schools of Gubre subcity?
To find the appropriate answers to the above questions descriptive research method was used.
Abfransoa secondary schools were selected, in this school 3 principals, v/principals and teachers
were selected from the population of 61, 20 selected through simple random technique.
Questionnaire was used as a tool to gather the necessary data from the respondents. And then, the
data was collected and analyzed to get appropriate answer for the above questions.
It was found from the study that major factors that affecting the implementation of effective
human resource management were the following:-
Low commitment of principals to achieve the school goals.
Most administrative personnel did not have management qualification. Lack of principal’s
experience and maturity.

35
It was founded that the practice of socialization, induction and placement of newly recruited staff
in second schools of Gubre subcity looks like:
Checking up of the interest of the newly employed staff before assigning to new job was low.
Directing and explaining for newly recruited staff members on the general procedure and nature
of work is low.
It was founded that, even though, there was amiability of different capacity building programs
there, they were not well organized and they cannot bring the necessary changes.
It was founded that the activities related to staff performance appraisal were carried out as
follow:-
There was no clearly established criterion for staff performance appraisal in the school.
The interest of principals to discuss any comment arising from school staff members following
performance appraisal result was not good.
The flexibility of school principals to correct the staff member’s evaluation result after some
forms of comments was not good.
There was the Woreda education office interference in the practice of staff member’s
performance appraisal.

5.2. Conclusion
1. Checking and fulfilling the need/expectations of the newly employed workers may help them
to use their actual potential in work activities. Different professional’s advice the practice of this
before assigning workers to specific jobs. In the case of the study schools, checking upon the
interest of the newly employed staff members by schools principals was low. This hinders the
staff members exerting their actual potential in the work. Similarly, the practice of socialization
and induction programs can make teachers more familiar to school environment. By this they
can participate in every activity within a short period of time in the school. But the practice of
these programs in the study schools was medium way. This reduces the participation of newly
recruited staff members in some extent.

2. One of the most comment that brought by school staff members to principal is about their
performance appraisal result that made by school management groups. When school staff
members brought this, the principals’ interest to discuss any comments arising from school staff
members following performance appraisal result in the study school was not good.

36
 3.. This is .associated with the presence of woreda education officials’ interference on the
management work of school administrative groups i.e. wereda education officials rejected high
staff members performance appraisal result. This highly demoralizes the staff members and it is
one of the major causes of staff turnover.

4. Most of the principals are lacking managerial skills and leadership qualities. Principal’s
commitment to achieve the school goals was low. This causes the inability of the principals to
coordinate and implement different school programs.

5.3. Recommendations
Based on the findings of the study and the conclusions, the following recommendations are
forwarded.

1. Listening the interest of any individual before assigning to any work may help to carry out
effective activities. So school principals have to listen the opinion of the newly employed
teachers before leading them to specific job.

2. Principals should create a free discussion when school teachers come up with some sort of
comments following performance appraisal results. After a discussion they should show some
forms of flexibility to correct the previous result if they reach to some forms of agreements.

3. Any external interference may discourage the worker force of a given institution. This may
become an obstacle to achieve any stated goals. So woreda education officials make free to the
school communities to carry out different activities according to their rules and regulations.

One important criterion for selection of principals is experience. Experienced principal can
manage his school better than in experienced one due to his past accumulated knowledge. The
study woreda should use this criteria as vital one when nominate the school principals.

4.Any profession has its own objectives. Because of this, the replacement of one profession by
another may not help to achieve the objective of that profession. Currently woreda education
office that found in Gubre subcity uses any profession to nominate school principals. So to carry
out a good management activities in different schools, management qualification should be a
criterion to select school principals.

37
Accomplishing any objectives without strong commitment is impossible. Most principals of the
study woreda lacked high commitment. Therefore, to bring a fruitful result in their school they
should change their attitudes to be committed.

References
Agrawl, R.D' (1982).Organization and management. New delhiitotal MC araw-Hill
Publishingcompany Ltd.
Att wood, morgaret and Dimmock, stuort(1996).personnel management, third edition,
London Macmillan business masters.
Ayalew Shibeshi.(2000). Coarhe guide for educational policy and management of change
Unpublished technical material AAU
Bernadin H. John (2OO4l Human resource management an experimental approach. Third
edition. New delhitota MC Graw mill publishing company ltd

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Chandan, J.s (1997/ Organization behavior (university of New York).Vivasss publishing
Housepvt.ltd.
Em, (2005) training and development, training manual. Ethiopia management institution
AndHRM Department Addis Ababa.
Flippo, Edwin B.(1980) personnel management, fifth edition, USA-Mc Grasw-Hill inc
Gupta C.8 (2006) Human resource management. Ninth edition, New Delhi sultan chant
andsonseducational publishers.
Gupta, R.S (2003) principal and practical of management (7th Ed). New Delhi kalian
publishers.
Heineman, Herbert G. et.al (1996) personnel Human resource management new dehil:
universal book stall.
Korntze N and weirich, H (1998) Management. New York. McGraw Hill Book company.
Mcshane, steuen L: vanglinow, mary Annard Sharma, Radhar.(2005) organizational
Behavior.Third edition Newdelhi: total mcaraw hill pulllishing company ltd.
Rao, U.S.R and P.S narayana.(2000) principles and practice of management. New delhi
Konarkpublisherspvt.ltd
Steers, R.et.al; (1985).Managing effective organization; an introduction. (3'd ed).
Boston: kentpublishing company
Stone Ray Mond J. (1998). Human resource management (7th Ed), Boston Allyna and
Sotoner, Jams A.F (1998). Management, (6th’Ed) Newdelhi prentice - Hal of insdia.

Wolkite University
College of education and behavioral sciences
Department of educational planning and management
Questionnaire to be filled by school teachers
The purpose of this questionnaire was to investigate practice and challenge of human resource
management in selected Abafransua secondary school in Gubre subcity. So, you were kindly
requested to give genuine responses in order to make this study successful. Thank you in
advance for your cooperation in filling out this questionnaire. It is not necessary to write your
name.

39
.Part l: - Respondent's background information
Instruction: - please answer the following questions and put ( ) mark in box provided
Name of cluster center…………………..
1.1 Sex A. Male B. Female
1.2 Age: A. 21-30 B. 31-40 C.41-50 D. 51andabove
1.3 Level of education: A. certificate B. Diploma C. Degree D. MA/MSC
1.4 Field of study: A. Language B. Natural Science C. Social science D Management
1.5 Service year in current position: A. under 5years B.6-10 C. 11-15
D. I6-2O E.2land above
1.6 Your current position (Responsibility) A. Unit Leader B. Teacher
C. Head of department

Q
Part IIq
The ability of schools principal in appraising the schools personnel's performance.
Instruction:-Please circle the choice you thought to be answer or write the brief answer on the
space provided where ever necessary.
1. Is there a clearly established criterion for teacher's performance appraisal?
a. Yes B. No C. I am not sure
3. Who is the most influential one in appraising teacher's performance?
a. Principal b. Students c. Woreda supervisor d. school supervisor e. peers
f. Zone education office agents
4. How frequently the teacher's performance appraisal has been done?
a. Daily b. Weekly c. Monthly d. quarterly e. semi-annually f. annually
4. Teachers are informed about the results in

40
a. One week after evaluation b. Two weeks after evaluation
c. three weeks after evaluation d. at any time based on principal’s interest e. not at all
5.. How is principal's interest to discuss any comments following evaluation results?
a. Very good b. good c. not good
6. The flexibility of school principal to change evaluation results after some forms of comments?
a. Very good b. good c. not good
7. Is there any interference from woreda education office agents to change teachers evaluation
results that made by school administrative group?
a. Yes b. No c. don’t know

Factors that affect the implementation of human resource management

1. Are there well experienced administrative personnel in the school?
a. Yes b. No C. I am not sure
2. Administrative personnel are specialized in the management profession
a. Strongly agree b. agree c. disagree d. strongly disagree e. no opinion
3. Which type of leadership style are applied by principals/
a. Autocratic b. democratic c. laissez -fair liaise
4. The quality of principals to provide decision on time
a. High b. Medium c. low
5. The commitment of principals to achieve the school goals
a. High b. Medium c. low
6. Principals capacity to coordinate the school community towards the school improvement
a. High b. Medium c. low

41
7. Principal capacity to create a favorable working environment and working condition for
teaching and learning process
a. High b. Medium c. low

Questionnaire to be filled by school principals and vice principals

The purpose of this questionnaire is to investigate the problems of human resource management
in selected schools of Gubre subcity. So, you are kindly requested to provide genuine responses
in order to make this study successful. Thank you in advance for your cooperation in filling out
this questionnaire. It is not necessary to write your name. Thank your respondents.
Part l: - Respondent background information
Instructions: - please answer the following questions and put "√" mark in the box provided
1.1 Name the cluster center------
1.2 sex a. Male b. female
1.3 Agea.21-30 b. 31-40 c. 41-50 d. 51 & above
1.4 Level of education a. Certificate b. Diploma c. Degree d.MA/MSC
1.5 Field of study a. language b. Natural science c .social science
d. Educational Planning and Management
1.6 Service year in current position

42
a. under five years b .6- 10 years c. 11-15 years d.16-20years
e.21 and above years
1.7 Your current position and responsibility
a. principal b. vice principal

Part II
The ability of school principal in appraising the schools personnel's performance.
Instruction:-please circle the choice you thought to be the answer or write the brief answer on
the spaces provided where ever necessary.
1. Is there a clearly established criterion for teacher's performance appraisal?
a. Yes b. No c. I am not sure
2.If your answer to question number one is yes, which rating methods of teacher appraisal
is under implementation in the school?
a. Behavior oriented rating method
b. Result oriented rating method
c. Both Behavior oriented and result oriented rating method
d. Others,
specify------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
3. Who is the most influential one in appraising teacher's performance?
a. Principal b. Students c. Woreda supervisor d. school supervisor e. peers

43
f. Zone education office agents
4. How frequently the teacher's performance appraisal has been done?
a. Daily b. Weekly c. Monthly d. quarterly e. semi-annually f. annually
5.Teachers are informed about the results in
a. One week after evaluation b. Two weeks after evaluation c. three weeks after evaluation
d. at any time based on principal interest e, not determined
6. How is principal interest to discuss any comments following evaluation results?
a. Very good b. good c. not good
7. The flexibility of school principal to change evaluation results after some forms of comments?
a. Very good b. good c. not good
8. Is there any interference from woreda education office agents to change teachers evaluation
results that made by school administrative group
a.Yes b. No c. not sure

Part III

Factors that affect the implementation of human resource management

Table
A B C D E

No

1 Are there well exprienced administrative

personel in the school?

2 Administrative personel are specialized in management

profession

3 which type of leadership style are applied

by principals

44
4 The quality of principals to provide
decision on time?

5 The commitment of principals to

achieve the school goals?

6 Pprincipals capacity to coordinate the

school community towards the school
improvement?

Remember
A=very agree D=disagree
B =agree E=strongly disagree
C=i decide

Interview questions prepared to woreda education office officials.

The purpose of this questionnaire is to investigate the problems of human resource management
in selected schools of Gubre subcity. So, you are kindly requested to provide genuine responses
in order to make this study successful. Thank you in advance for your cooperation in filling out
this questionnaire
Part I; Respondent background information
Instructions: - please answer the following questions accordingly and put "√" mark in the box
provided
1.1 sex a. Male b. female
1.2 Age a. 2l-30 b. 31-40 c. 41-50 d. 51 & above
1.3 Level of education a. certificate b. Diploma c. degree d.MA/MSC
1.4 Field of study a. language b. Natural science c. social science
d. Administrative
e. if any other, specify
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1.5 Service year a. 1-5 year’s b. 6- 10 years c. 11_I5 years d. 16-20 years
e. 21&above years
1.6 Your current position and responsibility
a. Head of education office
b. Education officer
c. Human resource manager

Part II
Factors that affect the implementation of human resource management
1. Which criteria's are used by woreda education office to select school principals?
2. Explain the management technique that school directors use to administer the school
3. How is principal commitment to achieve the schools goals?
4. Explain the capacity of school principals to coordinate the school community towards the
school improvement program
5. What s your role to support the school community in general to achieve every stated
objectives in the school?

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