GIRUM TAREKE ZEWUDE

The purpose of this study was to assess the effectiveness of Continuous Professional Development (CPD) implementation and to better understand the relationship between teachers’ outlook and CPD implementation in primary schools of South Wollo zone. A total of 90 first and 96 second cycle primary teachers, 24 principals and vice principals, 11 supervisors, 4 education experts from sample woredas and two experts from the zone education office participated in the study. To collect data about the practice of CPD at school level and its effect on classroom teaching questionnaires were administered to teachers, principals, vice principals and supervisors. In addition, a questionnaire was administered to teachers to generate data regarding teachers’ perception of CPD. Pertaining to teachers self-efficacy, scales were adapted from Tschannen-Moran and Woolfok Hoy. To secure qualitative data, interview, class session observation and document analysis were used. The finding of the study indicated that first cycle primary school teachers had higher level of participation in CPD learning activities than second cycle primary school teachers. Most of the CPD activities were confined to group discussion in second cycle primary schools. Teachers involved in the study were confined largely to traditional methods of presenting classroom lesson. The result also indicated that first cycle primary school teachers and newly qualified teachers have optimistic perception towards teachers’ professional development activities. Finally it was found that teachers with low self-efficacy tend to show better commitment and motivation to participate in CPD training. Generally, the objectives of the CPD program were not achieved. Given the generally insufficient implementation of CPD in the site of the study, it is suggested that more effort be made to inculcate among teachers the importance of the program and provide teachers with greater support to help them perform this duty.

Preparing students for a successful life is one of the main goals of education; however, there are many open issues in this area: for example, who, when, with what and how one should support children in this process. In the multifactorial environment of children, family is in the first place, and the role of positive parenting is beneficial in the early ages. Parental beliefs, attitudes are transferred to their children, although most of the information is encoded. The present paper focuses on the pedagogical aspects of parental thinking to reveal specific characteristics in their view on education. Our research aimed to explore how parents' mindset could support or retain the development of children's social entrepreneurial skills and whether they apply positive parenting. We examined the phenomena with a modified version of the ENT-BP1 questionnaire (Angyal & Hercz, 2019) in the school year of 2020/2021. N= 2,276 Hungarian parents completed N= 1,857 copies. Parents' views were explored indirectly by evaluating statements based on a positive psychological foundation on an intensity scale. The overall reliability of the questionnaire was: Cronbach's alpha= 0.81 for 96 items, and for the subscales: Cronbach's alpha= 0.754-0.854 with KMO= 0.707-0.744, and sig= 0.00. The statistical analysis was performed with IBM SPSS 27. Results suggest that parents are aware of the key components of positive parenting and their value; however, the apply only some of them in their everyday practice.

The outbreak of the COVID-19 pandemic has impacted many professions with short-, medium-, and long-term consequences. Hence, this study examined the mediating role of sense of coherence (SOC) and resilience in the relation to COVID-19 stress and teachers’ well-being (TWB).
It recruited 836 teachers from Ethiopia’s higher-education institutions, of which 630 (75.4%) were men and 206 (24.6%) were women, with a mean age of 32.81 years and a standard deviation of 6.42.
Findings showed that COVID-19 stress negatively predicted SOC, resilience, and TWB and that SOC and resilience positively predicted TWB. It was concluded that SOC and resilience, both together and
separately, mediated the relation between COVID-19 stress and TWB. These results were discussed alongside relevant literature, and the study is found to be valuable for practitioners and researchers who seek to improve well-being using SOC and resilience as resources across teaching professions.

Keywords: COVID-19 stress; higher education teachers; mediation analysis; resilience; sense of coherence; teachers’ well-being

COVID-19, a global pandemic that began in December 2019, has resulted in millions of deaths and socioeconomic collapses. Surprisingly, global carbon dioxide (CO2) emissions have shown a reduction since the pandemic lockdown. However, findings concerning the relationship between COVID-19 and CO2 emissions have been given limited attention in Africa’s case. This study examined the effect of COVID-19 on CO2 emissions for the selected and most concerned five African countries and discussed lessons to be taken from the pandemic on environmental protection in the post-pandemic situation. The study employed both descriptive and econometric approaches using daily data from January 1, 2020, to December 31, 2020, to analyze the daily carbon emissions. The finding shows that CO2 emissions have been reduced in various sectors owing to the COVID-19 lockdown and other restrictions, which provided an opportunity to rethink measures to protect the environment in the long-term post-pandemic situation. The final part of the article argues that the observed lifestyle and changes in human and economic activities that impacted carbon emission reduction during COVID-19 are essential to drawing long-term environmental pollution mitigation strategies, particularly in the areas researched.

COVID-19, a global pandemic that began in December 2019, has resulted in millions of deaths and socioeconomic collapses. Surprisingly, global carbon dioxide (CO2) emissions have shown a reduction since the pandemic lockdown. However, findings concerning the relationship between COVID-19 and CO2 emissions have been given limited attention in Africa’s case. This study examined the effect of COVID-19 on CO2 emissions for the selected and most concerned five African countries and discussed lessons to be taken from the pandemic on environmental protection in the post-pandemic situation. The study employed both descriptive and econometric approaches using daily data from January 1, 2020, to December 31, 2020, to analyze the daily carbon emissions. The finding shows that CO2 emissions have been reduced in various sectors owing to the COVID-19 lockdown and other restrictions, which provided an opportunity to rethink measures to protect the environment in the long-term post-pandemic situation. The final part of the article argues that the observed lifestyle and changes in human and economic activities that impacted carbon emission reduction during COVID-19 are essential to drawing long-term environmental pollution mitigation strategies, particularly in the areas researched.

The present study aimed to adapt and validate the Teacher Well-Being Scale (TWBS), in an Ethiopian education setting . To test the reliability and validity of the scale, an Amharic version of the TWBS was developed and administered to a sample of university instructors (n = 1 117) . The results showed excellent reliability, acceptable convergent and divergent validity, very good discriminant, and factorial validity with the bi-factor model of TWBS . Furthermore, measurement invariance analyses revealed that the factor structure of the TWBS stayed consistent across sex (men, women), university types (research, applied, and general university), age, and experience in teaching . The TWBS may be valid for use in the Ethiopian higher education setting . Keywords: