The objective of this study was to explore the possible factors, impacts and prevention mechanisms by school administrators of absenteeism among high school students in Yekatit 12 preparatory school of Addis Ababa City Administration. To achieve the objective of the study a qualitative approach was employed and data was collected from five students based on the number of days that they were absent from school. The main data collection methods employed were consultation of documents like the attendance sheet and records of the student on their absenteeism and in depth interview. Once the data was collected, it was transcribed and translated. Content analysis was used to find out the main themes emerging to answer the basic questions raised. Base on the analysis of the study, it was found out that substance abuse resulted from peer pressure; economic problems due to family separation and domestic chore burden were the main factors for students’ absenteeism. The impact of absenteeism was also found to be huge in decreasing academic performance and results of the students as they miss lectures, demonstrations and class activities which are going to be marked including tests and quizzes. Though teachers and school administrators support was mentioned, it was not found to be at the level which is required to fully understand and help them not to dropout from Scholl. Based on the findings of the study, it was recommended that the school has to put in place a strict control of drugs and alcohol inside the school premise, guidance and counseling service of the school to be strengthened and to try to engage NGOs and other partners to assist economically poor students.

The objective of this study was to describethe extent to which leadership is distributed in Public Secondary Schools of Dessie City administration and to investigate perception differencesbetween teachers and principals on the extent of the leadership distribution.Quantitative methodology was employed and data was collected from102 teachers and 20 principals working in six public secondary schools at the city administration using a questionnaire that has seven dimensions of the aspects of leadership which was prepared for the purpose of the study based on literatures and other questionnaires used in previous studies. While principals were selected based on their availability, teachers were selected using simple random sampling. Descriptive statistics like Percentage and weighted mean were employed to analyze the collected data after it was inserted to SPSS version 20. Based on the analysis of the data, it was found that leadership is distributed moderately in the selected public secondary schools. Moreover, there were some observed perception differences between teachers and principals on the extent of leadership distribution. While principals tend to be positive on every dimensions of leadership distribution, teachers on the other hand were observed to be less positive. It was also found out thatlack of commitment to participate in leadership activities and the inability to demonstrate responsibility on the teachers’ side were found to be the main challenges to distribute leadership. On the other hand failure to empower, initiate and encourage teachers to make significant contribution, failure to show high professional standards for teachers and not involving the teachers in decision making or initiating ideas from the top despite the meaningful contribution of ideas by teachers from the principals was observed to be main challenges to distribute leadership.It is recommended that initiating and involving teachers in leadership roles from the principals’ side have to be strengthened to cultivate the best out of the teachers and to improve the performance of their school. On the other hand willingness and cooperation from the teachers sideis recommended as it will pave the way for their future professional development and enjoy their extra role beyond teaching in addition to their contribution for their school success.

This study explored the practice and challenges of students’ diversity management in Ethiopian public universities. A convergent parallel mixed method design was used to guide the study. To this end, stratified random and simple random sampling methods were used to select eight public universities and 458 participants of the study. Furthermore, purposive, availability, and snowball sampling methods were used to draw qualitative research participants. While a modified version of the campus climate for diversity instrument was used to collect the quantitative data, key informant interview and document review were employed as qualitative data gathering tools. Frequencies, means, an independent t-test, and one-way ANOVA were used to analyze the quantitative data while the qualitative data was analyzed thematically. Finally, the findings unveiled that the internal diversity-related policy practice, leadership commitment towards diversity promotion, diversity-related co-curricular activities, and curricular activities related to students’ diversity management were rated as good. The study further disclosed a significant perception difference in leadership commitment towards diversity among students of different generations of universities, F (3, 454) =6.034, p=0.000). Moreover, the qualitative finding showed that the absence of well-planned strategies, the deficiency of the curriculum to respond to diversity-related issues, and lack of commitment of university leaders to promote diversity and act immediately during conflicts was mentioned as gaps in managing students’ diversity. Finally, it was recommended that due attention should be given by MoSHE and respective public universities in diversifying the top leadership, academic staff, and student body by putting appropriate strategies in place.