This study was conducted to examine the burden, social support, and life satisfaction among caregivers of children with intellectual disability. The level of burden, social support, and life satisfaction of caregivers; the relationship among burden level, social support, and life satisfaction; and burden level difference across sociodemographic characteristics of the participants were the objectives of this study. With inclusion criteria of availability, willingness, and pertinent priority of being parents, grandparents, and siblings of the child, 74 caregivers were selected using comprehensive sampling technique. Descriptive statistics, one sample t test, Pearson correlation coefficient, independent sample t test, and one-way analysis of variance, were used for data analysis. The findings revealed that caregivers are experiencing much level of burden with inadequate social support and have pitiable satisfaction in their life. Burden is negatively correlated with social support and life satisfaction, but social support is positively correlated with satisfaction in life. Some of the sociodemographic variables, such as sex and school, were showing significant differences in the experiences of burden level, while all other sociodemographic variables used in this study were not having significant difference. The result implied that caregivers are in need of social support so as to outweigh the level of burden and enhance their satisfaction in life.

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The purpose of this study was to investigate the difference between selected demographic characteristics and employees’ job satisfaction in government organizations. The study used a descriptive survey design. Data were collected from 112 government employees selected as sample members by using a stratified random sampling technique. To determine the levels of government employees’ job satisfaction, a one-sample t-test was used and an independent t-test was used for measuring whether there exists a significant difference between employees’ sex group on their job satisfaction, whereas a one-way analysis of variance analysis technique was applied to measure whether there exists a significant difference among government employees’ job satisfaction on their age, educational level and work experience. The following findings were obtained; employees had a significantly lower level of satisfaction on their jobs, job satisfaction of employees remained the same regardless of sex group differences and regardless of age, years of service and educational level group differences.   Keywords: Demographic characteristics, employees’ satisfaction and government organizations.

The purpose of this study was to investigate the relationship between school factors (STRA, &PLC) with teachers’ self-regulated science teaching in secondary schools. Self-report questionnaires for PLC and SR were adapted and for STRA it was developed by the researcher. To make the instruments’ valid and reliable, it was checked by experts and pilot study was conducted. Nine (14.3%) secondary schools out of a total of 63 secondary schools found in South Gondar Zone of the Amhara Region, Ethiopia were selected randomly. After selecting the schools, all science teachers, 322 (chemistry, biology and physics) in the selected schools were taken as participants using comprehensive sampling techniques.302/322=93.8% (of which 71(23.5%) were females, 231(76.5%) were males; 32.5% chemistry;34.4% physics and 33.1% biology teachers successfully responded to the three questionnaires. Pearson correlation coefficient, multiple regression analysis and structural equation modeling analysis methods were employed. The result showed that the model was adequately fit to the data; PLC only was found a significant positive correlation, predictor and effect with teachers’ self-regulated science teaching. Whereas STRA showed low correlation and non-significant predictor and has no significant effect on teacher’s self-regulation. Implications and recommendations are indicated

Article InformationThe purpose of this study was to investigate whether self-efficacy, intrinsic, extrinsic and amotivation forms of orientation affect student achievement. Hundred and eighty participants (99 males and 81females) were participated in the study. Data through questionnaire, students' grades in four introductory science courses and College English collected at the end of the semester. Regression, t-test and correlation employed for analyses. Regression results demonstrated that self efficacy, intrinsic (i.e. IM-to know and IM-task accomplishment) and extrinsic (i.e. identified regulation) forms of motivational orientations had statistically significant direct effects on academic achievement. Amotivation had negative significant direct effect on achievement. However, i.e external and introjected regulations and. IM-to experience stimulation had no effects on achievement. The t-test revealed that male students scored higher mean scores in perceived competence, identified regulation, IM-to know and performance, but there was no gender difference on the other motivational orientations. Correlational analysis indicated that except IM-to experience stimulation, external and introjected regulations, all other were correlated with academic achievement, amotivation being negatively and significantly related to performance. Finally, it was concluded that students who had external and introjected regulations and intrinsic motivational style and IMto experience stimulation and amotivation demonstrate lower level of academic achievement. It can be concluded that students' judgments of their capability in academic tasks and their autonomous motivational orientations lead to enhanced learning out comes. Therefore, science instructors and program managers need to devise interventions to uplift and capacitate students' capability and internalization of learning.