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The study examines the link between job satisfaction and organizational commitment among academic staff at the north Shewa Zone Polytechnic Colleges, Ethiopia. The study employed a quantitative methodology and utilized a correlational research design. Researchers selected a total of 264 academic staff members. Two questionnaires, namely the Job Satisfaction Survey and the Organizational Commitment Questionnaire, were used to gather data. Researchers analyzed the data using SPSS version 20, applying statistical methods such as mean score, standard deviation, Pearson r correlation, and regression analysis. The findings of the study suggest a tenuous yet statistically significant correlation between job satisfaction and the organizational commitment of academic staff in polytechnic colleges. In addition, the regression analysis revealed that the job satisfaction of academic staff had a restricted impact on their three aspects of organizational commitment, namely affective, continuance, and normative, as well as their total commitment. Hence, it is recommended that polytechnic colleges need to aim at improving communication and teamwork, fostering a healthy work atmosphere, and offering chances for professional growth. To further investigate this topic, it is advisable to conduct a qualitative study to ascertain the restricted impact of job satisfaction on organizational commitment and delve into unexplained variables.

Literacy abilities are crucial for economic progress and community welfare, with higher education recognizing them as vital for problem-solving, critical thinking, continuous learning, and effective functioning for both experienced educators and the new student cohorts. The study examined the interplay between organizational learning and departmental performance, and its implications for changes in Ethiopian Public Research Universities. The researchers used the framework that focuses on seven distinct dimensions of organization learning (OL) namely continuous learning, inquiry and dialogue, collective and collaborative efforts of organizational members, empowerment, embedded system, system connection and strategic leadership and departmental performance (DP) which consists of three dimensions teaching-learning, research and community services. The researchers employed embedded mixed methods design (QUAN + qual) to examine the interplay between organizational learning (OL) and departmental performance (DP). The researchers selected four public research universities using simple random sampling technique. Then, they selected 1,176 respondents (969 instructors and 207 department heads) from target population using simple random sampling technique. The researchers adapted standardized questionnaires and collected quantitative data using questionnaires, and analyzed using descriptive statistics (mean & standard deviation), and inferential statistics (multiple correlations, multiple regressions & structural equation modeling). Qualitative data was collected using semistructured interview from 14 key informants who were selected using the purposive sampling technique based on their rich lived experiences of teaching-learning, research and leadership in higher education institutions. The qualitative data was thematically analyzed. The finding of the study showed that the structural equation model fit to the data. It was also found that the correlations between the different dimensions of organizational learning practices and departmental performance ranged between low and moderate. There were positive significant and moderate correlations between each dimension of organizational learning and departmental performance. The organizational dimensions accounted the largest cumulative variance to departmental performance dimensions; research (R[superscript 2] = 40.70%; [beta] = 0.638, p < 0.001); community service (R[superscript 2] = 33.50%; [beta] = 0.579, p < 0.001) and teaching-learning (R[superscript 2] = 24.60%; [beta] = 0.496, p < 0.001). The study showed that the presence of formal and informal organizational learning cultures in universities enhance departmental performances. Therefore, the Ethiopian public research universities should create effective organizational learning systems to improve departmental performances.

This study investigates the relationship between the transformational leadership of academic leaders and the job satisfaction of academic staff in polytechnic colleges located in the North Shewa Zone of Ethiopia. This study used a correlational research design and simple random sampling techniques to select 264 academic staff members. Respondents completed a rating version of the multifactor leadership questionnaire and a job satisfaction survey. Data analysis uses descriptive and inferential statistics like Pearson correlation and linear regression. The study found that transformational leadership was found to positively correlate with and predict academic staff job satisfaction, though it was weak. The findings also revealed that academic staff was dissatisfied with their jobs, despite perceiving their leaders as having a moderate degree of attributes of transformational leadership style. Educational planners can use the findings to transform administrative and academic leaders' leadership programs. Leadership training boosts academic staff morale and job satisfaction. Job satisfaction also improves staff retention and minimizes turnover. Thus, academic leaders should grow themselves and seek opportunities to improve their transformational leadership skills. To better understand the leadership style elements that have the greatest impact on job satisfaction, further research is necessary due to the limited variability or unexplained variance in the ability of transformational leadership styles to predict job satisfaction. Further investigation is also needed to explore the mediating factors that impact the link between two variables in an Ethiopian context.

While computer animations have the potential to assist learners in understanding difficult concepts and eliminating misconceptions, studies supporting this claim are scarce. This study investigated how the 7E instructional model integrated with computer animations affected students' conceptual understanding and misconceptions about food making and plant growth. Experimental groups were taught the 7E learning cycle model [7E LCM], and 7E LCM with computer animation [CA] while the control group was taught the conventional instruction method. A two-tiered conceptual understanding multiple-choice test and semi-structured interviews were used to collect the data. ANOVA analysis revealed no significant differences between groups or genders in pre-food making and growth in plant conceptual understanding [pre-FMGPCU] and pre-misconceptions test scores [pre-MC]. There were, however, significant differences in post-FMGPCU and post-MC mean scores, with the 7E LCM with CA showing better results in improving conceptual understanding and minimizing misconceptions. MANOVA revealed no statistically significant difference between male and female students' post-FMGPCU and post-MC results. It was concluded that the 7E LCM with CA enhances students' conceptual understanding and minimizes misconceptions more effectively than other instructional approaches. It is recommended that similar designs be used in biology teaching.

While the lack of educational opportunities limits the future of most people in Ethiopia, they pose dire consequences to young people in migration hotspot areas. Using input-process-outcome-context-education quality framework, this study investigated the quality of education in eight migration hotspot areas of Ethiopia and its association with migration. A random sample of 1,187 participants (793 students, 262 teachers and 132 parents) completed a survey. Data were analysed using descriptive and inferential statistics. Results indicated that participants' overall rating of education quality was low. Over a third of participants perceived that input, process and outcome components of education in migration hotspot areas have a quality problem. Over 80% of the participants believed that poor quality of education could be a cause for migration. More specifically, a significant portion of the participants (37%) reported that there was no pedagogical centre in their respective schools; continuous assessment was practiced rarely (36%); and creativity and discovery among students was almost non-existent (40%). The participants' ratings indicated that the top five factors that contribute to the poor quality of education are low level of teacher competence, poor student motivation, poverty, value attached to education and large class size.

BackgroundData stewardship is an essential driver of research and clinical practice. Data collection, storage, access, sharing, and analytics are dependent on the proper and consistent use of data management principles among the investigators. Since 2016, the FAIR (findable, accessible, interoperable, and reusable) guiding principles for research data management have been resonating in scientific communities. Enabling data to be findable, accessible, interoperable, and reusable is currently believed to strengthen data sharing, reduce duplicated efforts, and move toward harmonization of data from heterogeneous unconnected data silos. FAIR initiatives and implementation trends are rising in different facets of scientific domains. It is important to understand the concepts and implementation practices of the FAIR data principles as applied to human health data by studying the flourishing initiatives and implementation lessons relevant to improved health research, particularly for data sharing during the coronavirus pandemic. ObjectiveThis paper aims to conduct a scoping review to identify concepts, approaches, implementation experiences, and lessons learned in FAIR initiatives in the health data domain. MethodsThe Arksey and O’Malley stage-based methodological framework for scoping reviews will be used for this review. PubMed, Web of Science, and Google Scholar will be searched to access relevant primary and grey publications. Articles written in English and published from 2014 onwards with FAIR principle concepts or practices in the health domain will be included. Duplication among the 3 data sources will be removed using a reference management software. The articles will then be exported to a systematic review management software. At least two independent authors will review the eligibility of each article based on defined inclusion and exclusion criteria. A pretested charting tool will be used to extract relevant information from the full-text papers. Qualitative thematic synthesis analysis methods will be employed by coding and developing themes. Themes will be derived from the research questions and contents in the included papers. ResultsThe results will be reported using the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for Scoping Reviews) reporting guidelines. We anticipate finalizing the manuscript for this work in 2021. ConclusionsWe believe comprehensive information about the FAIR data principles, initiatives, implementation practices, and lessons learned in the FAIRification process in the health domain is paramount to supporting both evidence-based clinical practice and research transparency in the era of big data and open research publishing. International Registered Report Identifier (IRRID)PRR1-10.2196/22505

BackgroundA population-level survey (PLS) is an essential and standard method used in public health research that supports the quantification of sociodemographic events, public health policy development, and intervention designs. Data collection mechanisms in PLS seem to be a significant determinant in avoiding mistakes. Using electronic devices such as smartphones and tablet computers improves the quality and cost-effectiveness of public health surveys. However, there is a lack of systematic evidence to show the potential impact of electronic data collection tools on data quality and cost reduction in interviewer-administered surveys compared with the standard paper-based data collection system. ObjectiveThis systematic review aims to evaluate the impact of the interviewer-administered electronic data collection methods on data quality and cost reduction in PLS compared with traditional methods. MethodsWe conducted a systematic search of MEDLINE, CINAHL, PsycINFO, the Web of Science, EconLit, Cochrane CENTRAL, and CDSR to identify relevant studies from 2008 to 2018. We included randomized and nonrandomized studies that examined data quality and cost reduction outcomes, as well as usability, user experience, and usage parameters. In total, 2 independent authors screened the title and abstract, and extracted data from selected papers. A third author mediated any disagreements. The review authors used EndNote for deduplication and Rayyan for screening. ResultsOur search produced 3817 papers. After deduplication, we screened 2533 papers, and 14 fulfilled the inclusion criteria. None of the studies were randomized controlled trials; most had a quasi-experimental design, for example, comparative experimental evaluation studies nested on other ongoing cross-sectional surveys. A total of 4 comparative evaluations, 2 pre-post intervention comparative evaluations, 2 retrospective comparative evaluations, and 4 one-arm noncomparative studies were included. Meta-analysis was not possible because of the heterogeneity in study designs, types, study settings, and level of outcome measurements. Individual paper synthesis showed that electronic data collection systems provided good quality data and delivered faster compared with paper-based data collection systems. Only 2 studies linked cost and data quality outcomes to describe the cost-effectiveness of electronic data collection systems. Field data collectors reported that an electronic data collection system was a feasible, acceptable, and preferable tool for their work. Onsite data error prevention, fast data submission, and easy-to-handle devices were the comparative advantages offered by electronic data collection systems. Challenges during implementation included technical difficulties, accidental data loss, device theft, security concerns, power surges, and internet connection problems. ConclusionsAlthough evidence exists of the comparative advantages of electronic data collection compared with paper-based methods, the included studies were not methodologically rigorous enough to combine. More rigorous studies are needed to compare paper and electronic data collection systems in public health surveys considering data quality, work efficiency, and cost reduction. International Registered Report Identifier (IRRID)RR2-10.2196/10678

Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching-learning, research and leadership lived experiences in higher education institutions and interviewed using semi-structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t-test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS-23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching-learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.