Bahir Dar Journal of Education

Exploring the instructional leadership practices of heads of public schools in Tanzania: A narrative literature review

Joyce Exusper Nemes — 2026-06-07

This narrative review aimed to examine how heads of public schools in Tanzania performed their instructional leadership roles in alignment with established theoretical frameworks, while also identifying the factors that guided their performance. In this narrative review, an online search was conducted across Google Scholar, Scopus and DOAJ databases using Boolean operators. Therefore, articles published between 2014 and 2025 were screened using predefined inclusion and exclusion criteria. After thorough screening, 29 studies met the inclusion criteria for thematic analysis of which five major themes emerged from the analysis: goal setting and communication practices, instructional supervision and monitoring activities, curriculum leadership and coordination, professional development leadership and learning environment optimization. Moreover, the findings revealed partial conformity with established instructional leadership tenets as some heads of schools demonstrated effective practices. On the contrary, other heads of schools struggled due to capacity constraints, administrative overload and resource limitations. Although some heads of public schools effectively carried out their instructional leadership roles, significant gaps still existed in systematic implementation of their roles. Thus, the study recommends targeted capacity building programs for heads of schools, reduction of administrative burdens and regular provision of adequate resources in order to enable effective instructional leadership practices in public schools in Tanzania.

Evaluation of the implementation of the senior secondary mathematics curriculum in Niger state using the context, input, process, and product evaluation model

David Adeyemi Aladesuyi — 2026-06-07

This study evaluated the implementation of the senior secondary mathematics curriculum in Niger State using the CIPP model. A descriptive survey design was employed, targeting 421 mathematics teachers and 10,211 Senior Secondary Two (SS2) students. Using a multi-stage sampling technique, 706 participants (120 teachers and 586 students) were selected across the three senatorial zones. Data were gathered through validated structured questionnaires guided by the CIPP evaluation model, with a reliability index of 0.87 (Cronbach’s alpha), and analyzed with descriptive statistics. The findings revealed that curriculum objectives were mostly achieved, and content coverage was generally adequate. Most teachers held relevant qualifications, but implementation was limited by low adoption of student-centered methods, inconsistent use of instructional resources, and underuse of practical assessments. While the mathematics curriculum provided a solid foundation for learning, its effectiveness was undermined by process-related challenges. The study recommends targeted interventions to enhance innovative instructional practices and effective resource utilization.

Assessment for learning in teacher education: A case study on mathematization through formative strategies in learning triangles

Girma Tessema — 2026-06-07

Mathematization and understanding are essential for learning geometry. This study explored assessment practices and their influence on learners' mathematization. The study was conducted at Robe College of Teacher Education, Ethiopia and focused particularly on how the use of assessment for learning contributed to pre-service teachers’ mathematization in learning triangles. The sample consisted of 27 pre-service teachers who were learning plane geometry and five mathematics teachers. The study employed a descriptive exploratory method with classroom observation as a data collection instrument, and emphasised the utilization of informal dialogue and argumentation as mechanisms of assessment for learning strategies. The findings revealed that teacher educators predominantly used assessment for learning methods which were found to be insufficient and ineffective in evaluating the mathematization process of pre-service teachers as they were limited to capturing the depth of mathematical thinking and understanding. However, incorporating a variety of assessment-for-learning strategies helped to create the necessary conditions for triangle congruence, fostered mathematization through justified reasoning, supported the learning of mathematical concepts that involved abstraction and advanced cognitive processing. The study concludes that adopting enhanced assessment practices, particularly with a focus on assessment for learning, can address the complexities inherent in some mathematical concepts.

Professional competency of secondary school English language teachers in Southern Ethiopia Region: Pedagogical content knowledge and oral proficiency

Wendiyfraw Wanna — 2026-06-07

Research findings suggest that English language teachers have difficulty using the language effectively in the classroom. Consequently, this study aimed to examine whether English teachers were proficient in delivering daily lessons and possessed adequate pedagogical content knowledge (PCK). Sixty-one English language teachers who were selected through convenience sampling completed a questionnaire. Of these, 18 were involved in classroom observation and interview. To collect data, a questionnaire, observation, and interview were used. Descriptive statistics, specifically frequencies, percentages, and mean scores, were used to determine English teachers’ PCK and proficiency levels. Bloom’s and Likert Scale cut-off points were used to delineate knowledge and proficiency levels. The classroom observation result showed that 53% had moderate proficiency, whereas the interview ratings indicated that only 47% had moderate proficiency. In addition, the overall PCK assessment showed that 59% had moderate PCK. Furthermore, qualitative data from ineterviews showed that the teachers participating in the study were less fluent and deficient in vocabulary and grammar. They never used body language, fillers, and simplifications. Therefore, universities should provide pedagogical training for teachers, the Ministry of Education should improve working conditions by providing resources and employing more teachers to reduce workload, and teachers should continually update their PCK through reading and Internet use.

Van Hiele group-guided discovery instructional approach and tenth-grade students’ motivation in learning plane geometry

Alemayehu Anbess Gebremeskel — 2026-06-07

This study examined the effects of the VHGGDIA on tenth-grade students' motivation to learn plane geometry using a mixed-methods quasi-experimental non-equivalent control group design. Three secondary schools were purposively chosen for the main study out of eleven secondary schools in Hawassa city, Ethiopia. The study employed a Likert-scale motivation questionnaire, observation, and interview to collect data. The quantitative data were analyzed using ANOVA, paired samples t-test, and the qualitative data were analyzed through thematic analysis. The intervention led to significant gains in mean scores among the participants in one of the experimental groups. The study demonstrated a strong preference for the VHGGDIA, as indicated by a significant mean gain difference in post-intervention motivation between groups. The study also revealed significant changes in motivation from pre- to post-intervention. The results further showed that a small class size, enough time and space and adequate resources are essential for the successful use of the VHGGDIA. Finally, it is concluded that the VHGGDIA holds significant potential for enhancing secondary school students' motivation in learning plane geometry.

Effects of interactive multimedia and differentiated instruction on secondary school students’ attitudes towards biology multimedia: Evidence from Bahir Dar City Administration, Amhara region, Ethiopia

Mersha Minwuyelet Kassa — 2026-06-07

This study examined the impact of interactive multimedia and differentiated instruction (DI) on biology multimedia attitudes (BMA). A quasi-experimental design with a non-equivalent control group was employed with 94 students. The experimental group was taught using interactive multimedia and DI, while conventional teaching methods were used with the comparison group on the topic of energy transformation. Data were collected using a BMA scale and focus group discussion. The quantitative data were analyzed using descriptive and inferential statistics, whereas the qualitative data were analyzed thematically. The results revealed a significant difference in BMA between the experimental and the comparison groups, with a large effect size (η² = .70). This implies that the treatment group using interactive multimedia and DI demonstrated greater BMA enhancement compared to those subjected to the conventional teaching approach. Moreover, the findings from the qualitative data analysis indicated that multimedia and DI simplified abstract content, captured students' attention and interest, and created a more active learning environment than the conventional teaching strategy. In applying differentiated learning, no significant gender differences were observed, indicating that the instructional strategy was free from gender bias. Therefore, the study recommends that policy makers and practitioners integrate interactive multimedia and differentiated instruction to enhance students' BMA.

Exploring the effectiveness and challenges of international educational aid in Ethiopia through the Theory of Change and the Paris Declaration lenses

Jerusalem Yibeltal Yizengaw — 2026-06-07

This study explored the effectiveness and challenges of international educational aid delivered by UNESCO-Ethiopia, using the Theory of Change (ToC) and the principles of the Paris Declaration as analytical lenses. Utilizing a qualitative research approach with a descriptive case study design, data were collected through interviews with key informants from UNESCO-Ethiopia and a review of relevant policy documents. The study highlights the discrepancies and tensions between theory and practice, as identified through ToC and the principles of the Paris Declaration, including inadequate responsiveness to beneficiaries' needs, challenges in identifying chronically impoverished and highly vulnerable populations. The focus of UNESCO-Ethiopia appears to be predominantly on general education, indicating low emphasis on the transition from primary to tertiary education. Subsequently, it is suggested that UNESCO address the pressing need for tertiary education in Ethiopia to better prepare the country for the challenges of the 21st century. Moreover, the study proposes some practical measures, such as engaging beneficiaries, local communities, and stakeholders at all levels, committing to coordinated support for education, and establishing clear guidelines for goals and results to enhance the effectiveness of educational aid.

The trend of investigating teachers' pedagogical knowledge in Ethiopian education: A narrative review study

Workineh Birhanu — 2026-06-07

Teachers’ pedagogical knowledge is widely acknowledged as central to effective teaching and student success. International scholarship, especially Shulman’s framework, highlights three dimensions: content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). While PCK has attracted global attention, GPK remains less explored. In Ethiopia, research on pedagogical knowledge is still developing. This narrative review examined 20 publications produced between 1986 and 2024 to map trends, strengths, and gaps in Ethiopian teacher education research. A systematic search was conducted across international databases (Google Scholar, ERIC, Scopus, PubMed, PsycINFO, EBSCO host, Social Science Index, Web of Science) and local Ethiopian journals. Studies were included if they explicitly addressed teachers’ pedagogical knowledge in Ethiopia. Screening was performed by two reviewers, applying consistent inclusion and exclusion criteria, with methodological quality assessed using a structured extraction form. The findings showed Ethiopian research was fragmented, often treating pedagogy as general instructional practice rather than a professional knowledge base. PCK dominated, while GPK was rarely studied. Interestingly, a newly emerging pedagogical-variant framework has appeared in recent studies. This imbalance mirrors global trends but is especially concerning in Ethiopia, where GPK is vital for tackling challenges such as large classes, diverse learners, and limited resources.

Teacher educators’ conceptions, practices, and challenges of assessment orientation in colleges of teacher education in the Amhara Region, Ethiopia

Tiruneh Ewunetu Arega — 2026-06-07

This study examined teacher educators’ conceptions, practices, and challenges of assessment orientation at colleges of teacher education in Amhara region, Ethiopia. A concurrent mixed-methods design was employed, involving four colleges selected via convenience sampling. Three-hundred ninety teacher educators participated in this study. Quantitative data were collected using a validated 5-point Likert scale questionnaire and the data were analyzed using mean, standard deviation, and one-sample t-test. Qualitative data were collected via semi-structured interviews and were thematically analyzed. The findings revealed that teacher educators misconceived assessment orientation and inadequately implemented it, particularly before and during instruction. One-sample t-test results showed that assessment before instruction (t(389) = 98.071, p < .05) and during instruction (t(389) = 85.283, p < .05) were inadequately implemented, whereas assessment after instruction was dominant (t(389) = 190.753, p < .05). Challenges included large class sizes, heavy workload, traditional assessment mindsets, misaligned curriculum, and students’ weak academic backgrounds. The study recommends that the regional Education Bureau and colleges of teacher education implement in-service training programs, develop effective assessment plans, and provide institutional support to strengthen formative and integrated assessment practices.

Effects of art materials and space on implementing the primary school PVA curriculum: A comparative study in Ethiopia

Abate Mengistu Gessese — 2026-06-07

This qualitative comparative case study investigated the impact of the availability of art materials and spatial considerations on the implementation of the performing and visual arts (PVA) curriculum in primary schools in two major cities in Ethiopia. The data were collected through semi-structured interviews, document analysis and classroom observations. Key informants included art education experts, primary school principals, art teachers, parents, and students. The data were analyzed using thematic analysis. The findings of the study indicated that Ethiopian primary schools face significant challenges in their plan to implement PVA education, primarily due to lack of access to art materials and dedicated instructional space. This drawback hinders the effective delivery of lessons in music, theater, visual arts, and dance, which are important for fostering creative and critical thinking skills among students. Therefore, it is crucial for stakeholders to collaborate in providing the necessary resources and facilities. The study offers practical insights into the strengths and weaknesses of PVA education implementation in Ethiopian primary schools.

Pedagogical perspectives on citizenship education: Insights from middle school teachers in Sidama Regional National State, Ethiopia

Basha Bekele — 2026-06-07

This study examined the pedagogical perspectives of middle school citizenship teachers in Sidama Regional State. The aim of the study was to examine the prevalence of constructivist and traditional pedagogical perspectives among teachers and assess the alignment between their stated views and actual classroom practices. Data were collected from 172 teachers through a survey and 10 teachers were subsequently selected for interviews. The quantitative data were analyzed using both descriptive and inferential statistics, including t-tests, correlations, and one-way ANOVA, while the qualitative data were analyzed using content analysis. The results of the study revealed a fundamental contradiction. Middle school teachers showed a clear preference for constructivist approaches, reflecting their professional commitment to active teaching methods that emphasize critical thinking, active engagement, and student agency. However, this theoretical inclination was undermined by inconsistent implementation that reverted to traditional practices. These findings necessitate that the relevant bodies address contextual factors that may affect teachers' practical work.

Beyond research output: The importance of research ethics for educational innovation and scholarly progress

Yinager Teklesellassie — 2026-06-07

This editorial begins with the concern that, in the interest of increasing research output, the issue of research ethics might have been placed on the back burner. Unless Ethiopian higher education institutions recognize unethical research practices by their faculty members and students as a threat to their reputation and credibility, they will gradually lose the trust and acceptance of both the scientific community and the wider public they are meant to serve. As a result, they will find it difficult to establish themselves as centers of innovation and progress. This editorial identifies some of the causes of unethical research practices and suggests possible solutions. It also outlines the focus and major findings of each article published in this issue. The articles featured in Volume 26, Issue 2, address some of the most persistent concerns in modern education: instructional leadership, curriculum implementation, pedagogical competence, assessment practices, technology-enhanced learning, educational aid, teacher knowledge, and the availability of instructional resources. Although the studies are located in different educational contexts across Africa, particularly Ethiopia, Tanzania, and Nigeria, they converge on a common theme—the need to strengthen educational quality through effective leadership, innovative pedagogy, informed assessment practices, and institutional support.