Desta Samuel Zinabu, Gedefaw Seyoum Tilahun, Tefera Dessalegn Ejigu, Abate Samuel Getnet, Ayenalem Kindu Ayechew
Department of Lifelong Learning and Community Development, College of Education, University of Gondar, Ethiopia.
Department of Educational Planning and Management, College of Education, University of Gondar, Ethiopia.
Heliyon. 2023 Jan 6;9(1):e12848. doi: 10.1016/j.heliyon.2023.e12848. eCollection 2023 Jan.
Research findings on the issue of teachers' collaboration in Ethiopian higher education institutions are limited. The main objective of this study was to examine the status of teachers' collaboration in Ethiopian public universities found in the Amhara region. In addition, this study also aimed at comparing the status of teachers' collaboration among the four generations of Ethiopian public universities found in the Amhara Region. Using a convergent parallel mixed design, data were collected from teachers, department heads, and academic deans through questionnaires and interviews using a multistage stratified sampling procedure. Four universities were selected from the ten public universities after stratifying them into four categories based on generations. From the sampled universities, 250 participants were selected randomly to complete a self-administered questionnaire. In addition, 8 teachers, 4 department heads, and 4 academic deans were selected using the purposive sampling technique for the interview. The quantitative data collected through a close-ended questionnaire were analyzed using mean, standard deviation, -test, and one-way ANOVA, and the qualitative data were analyzed using thematic analysis. Finally, the qualitative and quantitative results were blended to compare or relate to each other. The findings of this study revealed that university teachers found in the Amhara region were moderately collaborative in information sharing and informal collaborations/collegial relationships. However, teachers' collaboration in professional activities seems unsatisfactory. The result of this research also indicated that there is a significant difference across the four generations of universities. Hence, Ethiopian public universities found in the Amhara region should give adequate attention to strengthening collaboration among teachers in professional activities.
关于埃塞俄比亚高等教育机构教师合作问题的研究结果有限。本研究的主要目的是调查阿姆哈拉地区埃塞俄比亚公立大学教师的合作状况。此外，本研究还旨在比较阿姆哈拉地区四代埃塞俄比亚公立大学教师的合作状况。采用收敛平行混合设计，通过多阶段分层抽样程序，通过问卷调查和访谈从教师、系主任和学术院长那里收集数据。根据年代将十所公立大学分为四类后，从其中选出四所大学。从抽样大学中随机选择250名参与者完成一份自填式问卷。此外，采用目的抽样技术选择了8名教师、4名系主任和4名学术院长进行访谈。通过封闭式问卷收集的定量数据采用均值、标准差、t检验和单因素方差分析进行分析，定性数据采用主题分析进行分析。最后，将定性和定量结果进行融合以相互比较或关联。本研究结果表明，阿姆哈拉地区的大学教师在信息共享和非正式合作/同事关系方面合作程度适中。然而，教师在专业活动中的合作似乎不尽人意。本研究结果还表明，四代大学之间存在显著差异。因此，阿姆哈拉地区的埃塞俄比亚公立大学应充分重视加强教师在专业活动中的合作。
