Alemayehu Bishaw
Datos Biográficos
| ID | 8329661 |
|---|---|
| NOMBRE | Alemayehu Bishaw |
| NOMBRES | Alemayehu |
| APELLIDO | Bishaw |
| FIRMA | BISHAW A |
| AFILIACIONES | Bahir Dar University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Exploring the mediation effect of instructional practice on teachers’ competencies and students’ academic achievement in Ethiopian secondary schools
This research was conducted to examine the influence of teacher competencies (TC) on student academic achievement (SAA) within the context of government-run secondary schools in Hawassa City. The methodological approach adopted was a descriptive survey design, situated within a quantitative research framework. The study’s population consisted of 415 teachers and among whom199 was selected through simple randomizing method, and data was successful…
Exploring the underlying factors influencing the implementation of the TPACK framework in Ethiopian teacher education institutions
Digital instruction is vital for the twenty-first century education quality. Teacher Education Institutions (TEIs) in Ethiopia are currently facing significant gaps between curriculum expectations and actual technology integration practices. This research utilized a mixed-methods concurrent triangulation design to examine the key factors influencing the application of the Technological Pedagogical Content Knowledge (TPACK) TPACK framework. Data w…
Validation and contextualization of professional learning communities scale in secondary schools
This study aimed to develop a reliable measurement scale for assessing professional learning communities (PLCs) in Ethiopian secondary schools in the Awi zone. Using a correlational research design, factor analysis was employed to explore the construct of teacher PLCs and relationships among its sub-domains. Data were collected from 397 randomly selected secondary school teachers. The study utilized 36 valid items with an overall alpha coefficien…
Exploring the Unexpected Transition to Online Learning Due to the Covid-19 Pandemic in an Ethiopian-Public-University Context
In this paper, we present the initial changes and continuing challenges that are faced by teachers and students due to the unexpected transition to online learning from the COVID-19 pandemic at Bahir Dar University, Ethiopia. For this, the authors applied a phenomenological-case-study design, collecting qualitative data from purposively selected Ph.D. students (n = 10) and teachers (n = 4), examiners (n = 2), as well as the postgraduate coordinat…
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Exploring the Unexpected Transition to Online Learning Due to the Covid-19 Pandemic in an Ethiopian-Public-University Context
In this paper, we present the initial changes and continuing challenges that are faced by teachers and students due to the unexpected transition to online learning from the COVID-19 pandemic at Bahir Dar University, Ethiopia. For this, the authors applied a phenomenological-case-study design, collecting qualitative data from purposively selected Ph.D. students (n = 10) and teachers (n = 4), examiners (n = 2), as well as the postgraduate coordinat…
Validation and contextualization of professional learning communities scale in secondary schools
This study aimed to develop a reliable measurement scale for assessing professional learning communities (PLCs) in Ethiopian secondary schools in the Awi zone. Using a correlational research design, factor analysis was employed to explore the construct of teacher PLCs and relationships among its sub-domains. Data were collected from 397 randomly selected secondary school teachers. The study utilized 36 valid items with an overall alpha coefficien…
Exploring the mediation effect of instructional practice on teachers’ competencies and students’ academic achievement in Ethiopian secondary schools
This research was conducted to examine the influence of teacher competencies (TC) on student academic achievement (SAA) within the context of government-run secondary schools in Hawassa City. The methodological approach adopted was a descriptive survey design, situated within a quantitative research framework. The study’s population consisted of 415 teachers and among whom199 was selected through simple randomizing method, and data was successful…
Exploring the underlying factors influencing the implementation of the TPACK framework in Ethiopian teacher education institutions
Digital instruction is vital for the twenty-first century education quality. Teacher Education Institutions (TEIs) in Ethiopia are currently facing significant gaps between curriculum expectations and actual technology integration practices. This research utilized a mixed-methods concurrent triangulation design to examine the key factors influencing the application of the Technological Pedagogical Content Knowledge (TPACK) TPACK framework. Data w…
Teacher Education and Leadership Studies (3 obras) · Higher education (2 obras) · Psychology (2 obras) · Sociology (2 obras) · Academic achievement (1 obras) · Accountability (1 obras) · Adaptability (1 obras) · Cartography (1 obras) · Computer Science (1 obras) · Contextualization (1 obras)