Kotebe Journal of Education

Gender Disparities in Education and the Empowering Role of Gender-Responsive Pedagogy Training: Kotebe University of Education in Focus

Fri, 23 Jan 2026 00:00:00 +0000

The aim of this study is to explore gender inequalities and to assess the significance of giving training on gender responsive pedagogy. The study was qualitative and it used document analysis and focus group discussions (FGDs). Five teachers and five students attending the training sessions took part in the FGDs. The study found out that sexual violence within schools, including by teachers, is a problem for girls. Girls also encountered sexual harassment on the way to school that is often not taken seriously. The finding indicated that burden of domestic labor inhibits girls‟ schooling. It was also reported that gender inequalities were often exacerbated by financial insecurity and the social norms drive gender inequalities as well. The document analysis also revealed that the university curricula do not routinely include gender issues. The training improved the pre-service teachers‟ understanding of gender inequality and empowered them to advocate for girls beyond the school compound. It was also noted that the training turned teachers into change agents for addressing gender inequality within and out of the schools.

Leading Change through School Improvement Program for School Effectiveness in Addis Ababa City administration

Demelash Misgana Wase — Fri, 23 Jan 2026 00:00:00 +0000

The purpose of the article was to find out the practices and challenges of the school improvement program in Addis Ababa's city administration. The qualitative approach was used for data analysis. Using purposive sampling, data were collected from the of Ministry of Education, Addis Ababa City Administration Education Bureau, three sub-cities of Addis Ababa City administration, three districts, and three schools. Data was gathered through interviews. The findings reveal that there were many achievements in the school improvement programs such as teaching-learning, school feeding programs, community participation, and leadership in schools. Despite significant changes, there are still some obstacles concerning the effective implementation of, like a lack of resources like science kits, computers, pedagogical centres, laboratories, and internet access.

First-Year Students' Level of Career Indecision: Haramaya University in Focus

Kidist Desta — Fri, 23 Jan 2026 00:00:00 +0000

This study explores the level of career indecision among first-year students at Haramaya University. The study employed a descriptive survey with a quantitative approach. A total of 215 first-year students from both natural and social sciences streams were selected using a systematic random sampling technique. A Likert scale was used to measure the students' level of career indecision. The collected data were analysed using descriptive and inferential statistics, including cumulative frequency, mean, standard deviation, and an independent sample t-test. The study found that first-year students, on average, scored in the range indicating they are developmentally undecided (M = 2.23, SD = 0.49). The study also reveals no difference in the level of career indecision between students who attended government schools and those who attended private schools t (213) =-1.639, p=.103. And, regarding gender difference, male students exhibit significantly greater career indecision than female students, t(213)=2.860, p=.005. It is recommended that comprehensive modern career guidance and counselling programs be facilitated to assist students by providing career
related information and addressing similar issues.

Vocabulary Threshold for Reading Comprehension during the Transition to Secondary School among Tanzanian Public School Students

Frida Alfred Mbwafu — Fri, 23 Jan 2026 00:00:00 +0000

This study aimed to examine the vocabulary size of the Form One students in Tanzanian Public secondary schools to determine whether their vocabulary size was sufficient for them to comprehend their textbooks. Scholarly, the link between vocabulary size and reading comprehension is well-reported in second language learning studies. Whereas, different studies report that a second/foreign language learner needs to understand between 95% and 98% of the running words of a text to have adequate comprehension. This suggests for the vocabulary size between 4,000 and 9,000 words to enable an ESL/EFL learner to understand 95% - 98% respectively of the running words for authentic texts, including academic ones. The study adopts a quantitative research approach and a case study design. Data were collected through the Vocabulary Size Test (VST) by Nation and Beglar (2007) and analyzed by SPSS version 23. The
study was guided by the threshold hypothesis of Cummins (1976) to establish the factual evidence of the study. Consequently, the examined vocabulary size of the Tanzanian Public Secondary Schools students reveals an inadequacy of Vocabulary Size to support text comprehension. Form One students in Tanzanian Public Secondary schools were found with 3600 vocabulary family which could not enable the learners to read text books neither at minimal nor at optimal level of comprehension. Lastly, the paper recommends for the curriculum design based on learners‟ vocabulary family levels and academic language to be planned coherently across language supportive practices.

The Theory Practice Nexus in continuous professional Development Programs in Ethiopia: Preparing EFL Teachers for work

Getachew Baye Kebede, Daniel Tiruneh Woldemedhin — Fri, 23 Jan 2026 00:00:00 +0000

This study explores the theory-practice nexus in Continuous Professional Development (CPD) programs for English as a Foreign Language (EFL) teacher in Ethiopia, focusing on the alignment between the National Professional Standards for Teachers and CPD implementation. It addresses three key questions: (1) What are the National Professional Standards for Teachers in Ethiopia? (2) To what extent do CPD programs adhere to these standards? (3) What factors influence the alignment or misalignment between policy and practice? Using a mixed-methods approach, the study collected quantitative data through surveys and qualitative insights via interviews and focus group discussions with teachers and educational leaders. Findings indicate a significant gap between the intended goals of CPD and classroom realities. Many teachers view CPD as a bureaucratic formality rather than a meaningful professional growth opportunity. Contributing factors include limited practical application, weak institutional support, and minimal opportunities for reflection and collaboration. Although the standards emphasize community engagement and collegial collaboration, these components are often inadequately implemented, diminishing the impact of CPD initiatives. The study emphasizes the need for CPD programs to be responsive to teachers' contexts, prioritizing practical, classroom-oriented strategies. Recommendations include strengthening institutional support, creating structured opportunities for reflective practice, and ensuring contextual relevance of CPD activities. Addressing these issues can enhance CPD effectiveness and contribute to improved educational outcomes for students in Ethiopia.

Development and Validation of Tools for Measuring Psychological Challenges of and Support Services to Students in Special Secondary Boarding Schools

Fri, 23 Jan 2026 00:00:00 +0000

Special secondndary boarding secondary schools (SSBS) are increasingly becoming familiar in Ethiopia. In the Oromia Regional State alone, there are seven government special secondary boarding schools and two additional ones operated by non-government. Experience shows that several psychological challenges and limited support services characterize these schools. However, research evidence is not available supporting these claims, mainly because research tools have not been developed according to the Ethiopian context. The primary objective of this research is to develop and validate instruments that can help measure these two constructs: psychological challenges and support services. Psychometric procedures were employed in item generation, selection, refinement, and validating it with a sample of 25 (45.1% females and 54.9% male students). Then, item reduction and classification were made through a joint use of exploratory factor analysis (EFA) conducted to analyze the factor structures, followed by confirmatory factor analysis (CFA) to substantiate the proposed factors. The EFA result has revealed two interpretable factors: the psychological challenges faced by adolescents and the support services available at the special secondary boarding schools. The reliability indices of both subscales are also acceptable.

Assessing Teachers’ Perceptions and Practices of Gender Responsive Pedagogy at Kotebe University of Education

Bekalu Atnafu Taye, Melkamu Yazachew Mebrat — Fri, 23 Jan 2026 00:00:00 +0000

The objective of this study was to examine teachers’ perceptions and practices of gender-responsive pedagogy (GRP) in the teaching and learning process. In light of this, this study used questionnaires for teachers and students, observations and interviews. The findings of teachers’ quantitative responses indicated that teachers seemed to employ gender responsive pedagogy in all the domains assessed. However, teachers' responses differed slightly from those of students. The difference in response might be due to social desirability bias, since teachers wish to project themselves in a positive manner. The findings indicated that the socio-cultural and economic conditions had a significant influence in the determination of the educational attainment and participation of females. That is, females’ performance is a function of the socio-cultural environment they live in.