Chapter 2: The Research Problem and Preparation of Research Proposal

Key Elements of a Good Research Problem

The major and important elements for a good research problem can be framed in a Clarity,
Specificity, Relevance, and Originality manner.

•What is a Research Problem?

• A research problem is the issue or question that a study aims to
address.
• It serves as the foundation for any research project.
•Why is it Important?
• Guides the research process.
• Ensures focus and relevance.
Clarity and Specificity
•Clarity:
• The problem should be well-defined and unambiguous.
• Avoid vague or overly broad statements that might contribute to misunderstanding.
•Example: Instead of "Why is education important?", use "What is the important of language
education on communication?"
•Specificity:
• Clearly outline the scope and boundaries ( where we conduct our study?).
• Focus on a particular aspect of the issue ( Not to touch here and there).
Researchable and Relevant
 Researchable:
•The problem must be feasible to investigate using available resources and methods.
•Ensure data is accessible and measurable(because our findings are highly relays on data
collected).
 Relevant:
•Align with current issues or gaps in knowledge ( Must contribute to fill the existed gaps).
•Address the needs of stakeholders or contribute to your field of study (solving the
problem by writing policy implication).
 Originality
• A good research problem should offer new insights or perspectives.
•How to Ensure Originality:
• Conduct a thorough literature review.
• Identify gaps, contradictions, or underexplored areas.
 Ethical Research Problem
 Does not harm participants or communities.
 Respects confidentiality and informed consent.

 Sources of Research Problems

 Observation: Insights gained by closely observing phenomena or events.

 existing literature: Gaps or inconsistencies identified in academic research and
publications
 professional experience: Challenges or understandings gained through practical work or
industry exposure.
 social issues: Problems affecting communities or society at large.
 Components of a Research Problem

 Context: background or setting in which the research problem exists.

 The Gap: missing knowledge or unresolved issues in the existing literature or practice.
 Significance: importance and potential impact of addressing the research problem.
 Purpose: primary objective or goal of the research.

 Defining research problem

Steps:

 Identify a Broad area of Interest: Choose a general field or domain you are passionate about.
 Narrow Down the Focus: Specify a particular aspect of the broad area. (Example: From
 Review The Literature: Understand existing knowledge and identify gaps(we have a clear
understanding of what has been done and what remains unexplored).
 Contextualize the problem: Situate the problem within its real-world setting(It would help
us to align the research with practical or theoretical relevance).
 Define the Problem Statement: Clearly articulate the issue to be addressed.
 Set Objectives and Questions: Define what the research aims to achieve.
 Criteria for a Well-Defined Research Problem

 Clarity: specific, unambiguous, and easy to understand.

 Feasibility: be practical and achievable within available resources.

 Significance: address an important issue with meaningful outcomes.

 Originality: offer new insights or address unexplored areas.

 Ethical Considerations: problem should respect ethical principles and guidelines.

 Why Research Problem Defined?

 Guides The Research Process: it informs what we are going to do

 Ensures Relevance: to understand the relevance of our study based on different principles
 Enhances Focus: It urges us to focused on only our objective we aspire to achieve at the
end based on our data.
 Facilitates Effective Communication: It also used to guide our effective communication
by making us not handing of the central point.
 1. Sources of research problem

 Observation and real-world Issues :insights gained from everyday experiences and societal
challenges.
 Existing Literature: Gaps or unresolved questions in academic research.
 Professional Experience: Challenges or insights from practical work or problem exposure.
 Technological Advancement :New technologies creating opportunities or challenges.
 Policy gaps and Changes: Inadequacies or shifts in policies leading to research
opportunities.
 Social and cultural issues :Problems affecting specific communities or cultural practices.
 Personal interest/curiosity: Topics driven by personal passion or questions.
 Interdisciplinary perspectives: Combining knowledge from multiple disciplines to address
 Emerging trends: New patterns or phenomena in society, technology, or science.
 Unexplored areas: Topics with little or no prior research.

The research proposal

A research proposal can be defined as a document that is used to outlining the research plan,
rationale, and methodology for a proposed study.

Key Purpose (The major goal of proposal)

 To define the research problem: Clearly state the issue or question the research will address.
 Outline the research plan: Detail the approach, methodology, and steps for the study.
 Rationalize the research: Justify why the research is necessary and impactful.
 Securing funding approval: Persuade funders or institutions to support the research.
  Aspiring reader: Capture the reader’s interest and ensure they are well-informed.
 Make them pre informed : the readers become timely aware of our study by taking a look
at the proposal
Characteristics of a research proposal
A good proposal is:

 Clear and precise:

Clear: Easily understood, without confusion(to be clear for audiences/readers).
Precise: Exact, with no unnecessary detail in the proposal .
 Logically structured: Ideas are organized in a coherent and methodical manner.
 Feasible: achievable or realistic based on available resources and constraints.
 Specific : Focused, detailed, and clear in describing the scope and details of a task or
information.
 Relevant: Directly related to the subject or situation at hand.
 Has rigor methodology :Involves using precise, systematic, and well-defined methods
throughout the research process.
 Evidence based :grounded in empirical evidence, meaning data and facts are used to support
conclusions.
 Ethically sound :conducted in a manner that respects ethical standards, ensuring no harm to
participants or the environment.
 Contribute to knowledge: advances understanding in a specific field, addressing gaps or
answering important questions.
 Has a detail plan :carefully planned with clear objectives, methodology, timelines, and
resource management.
 Professionally :conducted with high standards of professionalism, including respect for
colleagues, adherence to guidelines, and proper communication.
 Academically written : written with clarity, objectivity, and adherence to academic conventions
and standards.
2.6 Components of Research Proposal
Major Elements (What are parts of the proposal)
 Title
 Introduction : make the readers informed and familiar about our research by defining concepts and
dealing previous research works
 Problem Statement: Indicate the depth of the problem under study and clearly show the research gaps
such as methodological gap, theoretical gap, contextual gap, design and sampling gap…..
 Objective/research question / hypothesis: what we are going to answer?
 Significance: Who will be beneficiaries from our study
 Literature review: In depth understanding of the research from the beginning to the end.
 Methodology (research design, sampling, data collection, data analysis)
 Ethical consideration: Ethical issues we mandated to follow
 Time line ; time from to do activities
 Budget
 Reference
 Chapter 3: Review of Related Literature

The Purpose of Literature Review

 Demonstrating the Significance of the Study: Literature reviews show the relevance and
importance of the research topic by highlighting its contributions to the field.
 Developing a Theoretical Framework: A literature review helps in identifying existing theories
and concepts that support the research.
 Establishing Credibility and Academic Rigor: A thorough review of relevant literature
demonstrates the researcher’s command of the field.
 Identifying Research Gaps: The literature review identifies areas where research is lacking
or insufficient, pointing out opportunities for new studies.
 Justifying the Research Design and Methodology: The review justifies the choice of
research methods by referencing studies that used similar approaches.
 Providing a Foundation for Hypotheses or Research Questions
 Providing Context and Background: Literature reviews provide historical, cultural, and
contextual background relevant to the research topic.
 Supporting Data Interpretation: The review helps interpret the findings of the study by
comparing them with existing literature.
 Literature Review Sources

The following are the primary types of sources used in a literature review:

 Academic Journals: Peer-reviewed articles that present original research, findings, and
theoretical advancements.
 Books: Scholarly books that provide in-depth exploration of topics, theories, and
historical perspectives.
 Case Studies: Detailed examinations of specific instances or events that offer insights into
broader patterns.
 Conference Proceedings: Published papers or summaries of presentations given at
academic or professional conferences.
 Government and Institutional Reports: Official documents and publications produced by
government bodies, organizations, or think tanks.
 Newspapers and Magazines: Publications that offer current events, trends, and public
opinions on various topics.
 Online Databases: Digital repositories containing academic papers, articles, books, and other
scholarly materials.
 Professional Associations and Websites: Websites and resources from professional groups
and organizations dedicated to specific academic fields.
 Review Articles:Articles that summarize and synthesize existing research on a particular
topic.
 Systematic Reviews and Meta-Analyses:Rigorous reviews that systematically analyze and
summarize research findings, often through statistical methods.
 Theses and Dissertations: In-depth research documents written by graduate students as part of
their degree requirements.

Conducting a Literature Search

Importance of conducting a thorough literature search

How it supports research and academic writing

Overview of the steps and best practices

 Step1: Choose Databases and Search Engines: densify reputable databases and search
engines relevant to your field (e.g., Google Scholar, PubMed, JSTOR)Consider discipline-
specific resources like education leadership, language, community, engineering,
psychology, etc. Use library access for journal subscriptions.
 Step2: Define Your Research Question or Topic:

i. Refine your research question or hypothesis

ii. Narrow your focus to specific aspects of the topic
iii. Ensure the question is clear and researchable
 Step3: Evaluate Sources for Relevance and Credibility:

i. Check for peer-reviewed sources

ii. Assess the reputation of authors and journals
iii. Consider the publication date, methodology, and sample size
iv. Be wary of non-scholarly or biased sources
 Step 4: Identify Key Search Terms and Keywords
i. Brainstorm relevant keywords and synonyms related to your topic
ii. Use an operators (AND, OR, NOT) to combine search terms
iii. Utilize database filters (date range, article type, language
 Step 5: Organize and Manage Your Sources
i. Use reference management tools (e.g., Zotero, EndNote, Mendeley) to store and
organize sources
ii. Create a system for tracking articles (labels, folders, or categories)
iii. Record citation details for easy reference
  Step 6: Read and Analyze the Literature

i. Skim abstracts and conclusions first, then read in-depth

ii. Identify patterns, gaps, and trends in the literature
iii. Take notes on key findings and methodologies

 Step 7: Stay Up-to-Date

i. Set up alerts for new articles on your topic
ii. Subscribe to journals or newsletters in your field
iii. Regularly check databases for updates
 Step 8: Synthesize the Information
i. Summarize key findings from the literature
ii. Compare and contrast different studies and theories
 Step 9: Use Advanced Search Techniques

i. Explore citation chaining (checking references from key articles)

ii. Use advanced search filters and options in databases
iii. Search for systematic reviews or meta-analyses for comprehensive insights
 Ways of writing the Literature Review (our study type determined it)

 Chronological Approach: Organizing the literature review based on the timeline of the
research development in the field.
 Thematic Approach; Organizing the literature review around themes or topics within
the research area.
 Methodological Approach: Organizing the review based on research methodologies
used in the studies: Theoretical Approach:
 Comparative Approach: Organizing the review around key theories or conceptual
frameworks used in the studies.
 Narrative Approach: A more storytelling-style approach that presents a synthesis of
the literature.
 Systematic Approach: A highly structured and methodical approach that aims to review all
relevant studies systematically.
 Chapter 4: Sampling and Data Collection Methods

4.1 The Concept of Sampling

It is the procedure of selecting a subset of data, individuals, objects, or observations from a

larger population or dataset to make inferences or analyze trends without examining every
single item in the population.

Population: The entire group of items, people, or data points you are interested in studying.
Sample: A smaller group selected from the population that represents it.

Characteristic of Good Sampling Design

 Representativeness: it refers to how well a sample reflects the characteristics of the entire
population, ensuring valid and generalizable conclusions.
 Clear definition of the population: A well-defined population is critical to ensure the
sample captures relevant characteristics.
 Minimized Bias: It occurs when a sample systematically deviates from the population
characteristics.
 Issue of homogeneity/ heterogeneity:
i. Homogeneous populations: Similar characteristics among members.
ii. Heterogeneous populations: Diverse characteristics among members.
 Accuracy and Precision:
 Accuracy: The closeness of the sample statistic to the population parameter.
Precision: The consistency of repeated measurements or samples.

 Cost Effectiveness: Larger or more diverse samples can be expensive and time-consuming.
 Ethical and feasible:
Ensure informed consent from participants.
Avoid exploitative or intrusive sampling methods.

Types of Sampling
Non-Probability Sampling
Probability Sampling
Selection is based on convenience or specific
Every member of the population has a known chance of being
criteria, not random chance.
selected.
 Probability Sampling
Allows for generalization of findings to the population.

Simple Random Sampling

Every member of the population has an equal chance of being selected.

Stratified Sampling

The population is divided into subgroups, and random samples are drawn from each subgroup.

Cluster Sampling

The population is divided into clusters, and a random sample of clusters is selected. Then, all members within
the selected clusters are included in the sample.
 Systematic sampling

It is a probability sampling technique where every ---th member of the population is selected
after a random starting point.

Non-Probability Sampling

Convenience Sampling
Convenience sampling involves selecting participants who are readily available or easy to reach.

Example: a researcher conducting a survey at a shopping mall would be using convenience sampling.
Judgmental (Purposive) Sampling

Judgmental sampling involves selecting participants based on the researcher's judgment or

knowledge of the population.
Example: a researcher studying the effects of a new drug might select patients with
specific characteristics based on their expertise.

Quota Sampling Example: a teacher conducting a survey on students’

Quota sampling involves selecting participants preferences might want to ensure that the sample reflects
from different subgroups of the population to the gender and age distribution of the population.
represent a pre-determined proportion.

Snowball Sampling Snowball sampling involves starting with a small group of individuals who meet the criteria and
asking them to refer other eligible participants.
researcher studying a rare disease might use snowball sampling to reach individuals with the disease by asking them to refer
other affected individuals.
 Advantages and Disadvantages of Non-Probability Sampling

Advantages: Cost-effective, convenient, easier to access participants, can be used to study specific groups.
Disadvantages: May not represent the entire population, less generalizable, prone to biases, limited
statistical analysis.
Why we use sample?

Representativeness
 Representativeness

Accurately Reflects

Sampling aims to select a representative sample that mirrors the characteristics of the entire population.

Generalizability

The findings from a representative sample can be generalized to the broader population, providing valuable insights
about the whole.
Practicality and Efficiency

Time-Saving Feasibility

Sampling accelerates the research

Sampling makes it possible to conduct
process by reducing the time needed to
collect data from a large population. research that would otherwise be impractical
or impossible to undertake
Focusing on Specifics

Targeted Analysis
Deep Dive

Sampling allows researchers to focus on specific Researchers can obtain a more detailed
understanding of specific phenomena or
subgroups or characteristics within a population
  Sampling Error and Sampling bias:
 Sample Size Determination:

 Importance of Sample size determination:

 Methods of Sample size determination

Formula Power Analysis Sample Size Tables

A statistical method to determine Pre-calculated tables provide

Utilizing statistical formulas to
the minimum sample size needed sample sizes based on specific
calculate the required sample size based
to detect a statistically significant parameters, simplifying the
on factors such as population size,
difference between groups. process.
margin of error, and confidence level.
 Calculators
Online calculators allow users to
input specific criteria and generate
the optimal sample size for their
research.

Using a Formula for Sample Size

1. Population Size 2. Margin of Error 3 3. Confidence Level

2
1 The total number of The acceptable level of difference
The probability of the true
individuals in the target between the sample statistic and
population value falling
group. the population parameter.
within a certain range.
 Using Power Analysis

Effect Size Alpha Level Power

The magnitude of the difference or The probability of rejecting the null The probability of detecting a
relationship being tested. hypothesis when it is actually true. statistically significant difference when
one exists.
Using Sample Size Tables
Convenient
Accuracy Efficient
Provides pre-calculated sample sizes for various Ensures that the sample size is Saves time and effort
scenarios, eliminating the need for complex appropriate for the specific research compared to manual
calculations. question and parameters. calculations or power
analysis.
Data Gathering tools/Instruments
 Qualitative and quantitative data collection tools
Quantitative Data Collection
 Questionnaire (closed -ended and open -ended)

Close –ended Questionnaire: it is a type of survey/ assessment tool that consists of questions offering a limited set of
predefined answers for respondents to choose from.
Open-ended Questionnaire: it is a type of survey that allows respondents to give detailed, unrestricted, and subjective
answers in their own words to qualify ther answer.

 Test and assessment (Psychological test and Educational Assessment)

Psychological test is a standardized instrument designed to measure specific mental functions, traits, or
behaviors. It evaluates a range of psychological constructs such as intelligence, personality, aptitude, emotions,
and mental health.

Educational assessment is the process of gathering, analyzing, and interpreting information to evaluate students'
knowledge, skills, abilities, or learning progress in an educational setting.
Qualitative Data Collection

 Interview (Structured, semi-structured, and unstructured)

 Focus group discussion and focus group interview
 Observation (Participant and non-participant observation)
 Diaries and Journals
 Document Analysis
Chapter 5: Research Design
Research Paradigms: the research paradigm is a framework of beliefs, values, and practices that
guide researchers in their work. The following are major research paradigm:
 Positivism:
Ontology: Reality is objective and independent of human perception.
Epistemology: Knowledge is acquired through observation, measurement, and
experimentation.
Methodology: Quantitative methods (e.g., surveys, experiments).

 Post Positivism:
Ontology: Reality exists but is imperfectly understood due to human limitations.
Epistemology: Knowledge is probabilistic and subject to revision.
Methodology: Mixed methods (quantitative and qualitative).
 Critical Theory:

Ontology: Reality is shaped by social, cultural, and political forces.

Epistemology: Knowledge is intertwined with power structures and social context.
Methodology: Qualitative methods (e.g., ethnography, critical discourse analysis).

 Interpretivisms:
Ontology: Reality is socially constructed and varies across contexts.
Epistemology: Knowledge is subjective and derived from human experiences and interpretations.
Methodology: Qualitative methods (e.g., interviews, participant observation).

 Pragmatism:
Ontology: Reality is dynamic and shaped by practical outcomes.
Epistemology: Knowledge is based on practical problem-solving and action.
Methodology: Mixed methods (based on what works best for the problem).
 Paradigm Ontology Epistemology Methodology
Observation &
Positivism Objective reality Quantitative
measurement
Post-Positivism Imperfect reality Probabilistic knowledge Mixed methods
Socially constructed
Critical Theory Power & context-focused Qualitative
reality
Socially constructed
Interpretivism Subjective interpretation Qualitative
reality
Pragmatism Practical and dynamic Problem-centered Mixed methods

Applications in Research
Positivism: Natural sciences, large-scale surveys.
Post-Positivism: Social sciences, health research.
Critical Theory: Gender studies, cultural analysis.
Interpretivism: Education, anthropology.
 Quantitative Research Design

A research design is a plan one has to thoughtfully undertakes to accomplish the task ahead.
Sometimes, the phrase “research method” is also used interchangeably with “ design”.
Both concepts imply to shape or structure the way the research is going to be conducted in an
effective and scientific way.

Research design also hints or explicitly puts forward the efficient and convincing ways of
determining our sampling procedures, the data sources and means of collecting such relevant
data or evidence to accomplish the planned tasks within available resources and efforts that
can be exerted.
How can a researcher decide their research design or method?
The following basic questions should be answered:
 objective of the study
rationale or reason of the study
where (specific area) the study can be conducted
what type of data can help (to) meet the set research objective
time (period) of the study
what sampling convention (s) to be applied and why (justification)
techniques of data collection (face-to-face or vicariously)
way (techniques) of analysis of the collected data, and
mode of reporting or presenting the work.
The research design or method can be summarized into major activities:
Sampling design: to decide or select the samples
Statistical design: way/ procedure/ of gathering and analysing the data
Operational design: the overall strategy by which what have been put as means of ensuring
or realizing the research (e.g. sampling, statistical, etc.) to achieve the research goals
 -Comparative studies: used to establish relationship between two phenomena or situations
makes comparison of prevailing conditions that are of cause-effect relationship to be
established.

Survey study- deals with several types of data which are related to the subject under study.
- is broad-sized but with less depth as its main aim is to find description of current status of a
thing/phenomenon.
- due to its limited depth, survey study is characterized as simply “scratching of the surface’’
Experimental research:
-Is carried out through testing of hypothesis. It will have treatment variable (experimental)
and control groups to establish cause-effect relationship.
- The variable to be measured to establish the effects of the experimental treatment is known
as dependent variable or criterion variable

Correlational research:
Its main objective is to determine relationship in order to make predictions. This is done by
analysing two variables which are highly related to make or result in third factor or event to
happen.
 Qualitative Research Design

Case studies: unlike survey studies, they have more depth and go beneath the
surface in attempting to discover the causes of factors.
Help to identify the unique feature of a situation

Ethnographic
It is a systematic study of people and culture.
The term means “portrait of a people” and it is a methodology for
descriptive studies of cultures and peoples.

The cultural parameter is that the people under investigation have

something in common. Examples of parameters include:
Geographical - a particular region or Country Religious
Social / familial
Shared experience
 Mixed Method
 Explanatory sequential(Quanti-quali)

A two-phase mixed-methods approach where quantitative data collection and analysis are
followed by qualitative data collection to explain or expand on the quantitative findings.
 Convergent parallel

Mixed-methods approach where quantitative and qualitative data are collected and
analyzed simultaneously, and the results are compared or merged for a comprehensive
understanding.
 Exploratory Sequential( Quali-qunati)

Mixed-methods research integrates both qualitative and quantitative approaches to gain a broader perspective
on a research question.
 Embedded design

It is a design approach where a secondary data type (qualitative or quantitative) is embedded within a larger
primary data collection strategy.

 Transformative

An approach driven by a specific theoretical or conceptual framework aimed at addressing issues of social
justice, power, or marginalized groups.
 Chapter 6: data Presentation, Analysis, and Interpretation

Quantitative Data Analysis and Interpretation

 Frequency: Representation of a part of the whole, scaled to 100.
 Mean

The arithmetic mean (or mean)

Mean= (X1+X2+X3+…+Xn)/n
Measures of central tendency are defined for a
population(large set of objects of a similar nature) and for
a sample (portion of the elements of a population).

The term population mean, which is the parameter of a given population, is represented by:
μ = ( Σ Xi ) / N

The symbol ‘μ’ represents the population mean.

The symbol ‘Σ Xi’ represents the overall sum of all variables present in the population (say, in this case)
X1 X2 X3 and so on.
The statistic called sample mean is used in simple random sampling and is represented by:
x¯ = ( Σ xi ) / n

In this formula, the symbol represents the sample mean.

The symbol ‘Σ xi’ used in this formula represents the overall sum of variables present in the sample (say, in this

case) x1 x2 x3 and so on.

The symbol ‘n,’ which is divided by the overall sum, represents the overall size of the sample.
Sample and Population Mean
Sample Mena 100

P100
 Median

There are two steps to finding the median in a sample with an odd number of data:
List the data in numerical order
Locate the value in the middle of the list
It is denoted by Md
“ The median is that value of the variable which divides the group into two equal parts, one
part comprising of all values greater, and the other, all values less than median”- Connor

For ungrouped data:

For grouped data:

 Mode

The mode is denoted by Mo,

“the mode of a distribution is the value at the point armed with the item tend to most
heavily concentrated. It may be regarded as the most typical of a series of value”
To find the mode

First, put the numbers in order

Then count how many of each number
The number that appears most often is the mode
  Percentage

Percentage frequency refers to the proportion of occurrences of a specific event or category

expressed as a percentage of the total occurrences.
Percentage frequency can be calculated frequency of a category divided by total frequency
multiplied by 100
Frequency of percentage 100
  Standard deviation
 Variance

Inferential Statistics

 t-test (one sample, paired, independent sample)

 Correlation (Pearson product moment, spearman, Kendall’s
Tau, and point bi-serial)
 Regression (logistic, simple linear, and multiple linear
regression)
 ANOVA
 MANOVA
Quantitative Data Analysis Software
 Statistical package for Social Science (SPSS)
 Statistical Analysis System (SAS)
 STATA
 MATLAB
 Excel
Qualitative Data Analysis and Interpretation

Content Analysis (thematic content analysis, frame work content analysis, conventional
content analysis, directed content analysis, and connotation content analysis)

Narrative Analysis (Structural, thematic, interactional, performative, biographical, and critical

narrative analysis)
Discourse Analysis (Conversational, critical, pragmatic, and multi model discourse analysis)

Thematic Analysis (deductive, inductive, reflective, semantic, latent, constructivist, hybrid,

and contextual thematic analysis)

Software for Analyzing Qualitative data (MAXQDA, Dedoose, QDA Miner, and F4Analyze)
 Chapter 7: The Research Report
Report Format (APA is the best fit for our case)

 Referencing (APA (American Psychological Association) , MLA(Modern Language

Association), Chicago, Harvard, and APSA (American Political Science Association) and
others.

The Parts of the Report (Commonly, research report composed of 5 chapters)

Preliminary pages
 Cover page (name of the organization, title, author, purpose, date and place)
Sample
Debre Markos College of Teacher Education
Department of Education

The Effects of self regulated Learning on Students Academic

Achievement: The Case at DMCTE

By
Alemu Kebede

January, 2025
Debre Markos
  Declaration

This is to certify that the dissertation report titled “-------------------------” is submitted in partial fulfillment of the

requirement for the degree of mathematics, Department of mathematics , DMCTE, is my original work written by me and

has never submitted to this or any other institutions to get any degree or certificate.
  Acknowledgement

Acknowledge participants, advisors, and other collaborative bodies

Sample

First and foremost, I express my gratitude to my advisor, --------for his invaluable guidance, constructive feedback, and

genuine concern. His/her exceptional knowledge and behavior are truly remarkable. Additionally, I would like to extend my

thanks to all the deans, teachers, administrative staff, and students who participated in the study. I am also appreciative of my

friends , for the insightful discussions we had during our coursework and the research process.
  Abstract
Sample

This study examines the effects of derailed (DrLB) and laissez-faire leadership (LLB) on teachers’ social
engagement with students (TSES) and colleagues (TSEC). A correlational predictive design with a quantitative
approach was employed. A total of 397 teachers and 366 students were participants. Data were collected using
questionnaires and analyzed using descriptive and inferential statistics. DrLB and LLB exhibited in CTEs (t
(396) = 20.61, Cohn’s d = 1.03, p < 0.01) and (t (396) = 26.76, Cohn’s d = 1.35, p < 0.01), respectively. Teachers
were engaged with students and colleagues (t (396) = 24.34, Cohn’s d = 1.22, p < 0.01) and (t (396) = 20.18,
Cohn’s d = 1.01, p < 0.0) and (t (365) = 7.94, Cohn’s d = 0.42, p < 0.01) and (t (365) = 12.45, Cohn’s d = 0.66, p <
0.01) from teachers and students’ data. There was a significant relationship between TSEC and LLB (r = .751, p
< 0.01). DrLB and LLB predict TSES and TEC (Wilks’ Λ = .164, F (60, 813) = 9.18, p < .01, partial η2 = .42) and
LLB (Wilks’ Λ = .17, F (55, 804) = 9.03, p < .01, partial η2 = .4.), respectively. Thus, it can be concluded that
teachers are struggling with d DrLB and LLB. Finally, recommendations were forwarded to potential
stakeholders such as the regional education bureau, deans, teachers and board members of CTEs.
  Table of contents

Table of Contents

Content Page
Acknowledgment----------------------------------------------------------------------------------3
Abstract----------------------------------------------------------------------------------------------4
Chapter One: Introduction------------------------------------------------------------------------5
1.1 Background of the study-----------------------------------------------------------6
1.2 Problem Statement -----------------------------------------------------------------7
 List of Tables
Table Page
Table 1: Population and sample---- ----------------------------------------------------------------3
Table 2: Reliability-------------------------------------------------------------------------------------4
Table3: Demographic --------------------------------------------------------------------------------5

List of Figurs
Table Page
Figure 1: Normal Distribution--- ----------------------------------------------------------------3
Figure 2: study site -------------------------------------------------------------------------------------4
Figure 3: Graphs --------------------------------------------------------------------------------5
List of Abbreviations and ACRONYMS

DMCTE: Debre Markos College of Teacher Education

BoE: Bureau of Education