An exploration of the implementations of education army development (one to five team works) in some selected government schools of ilu aba bor zone, south west ethiopia

Wakgari Deressa Agemso., Hika Negash Gelana and Miressa Amenu Terfa

The study, tried to find out homeroom teachers role and perception in implementing one to five team work, examine to what extent school directors facilitate safe environment for the implementation of one to five teamwork and identify the major factors that might hamper the implementation of one to five teamwork. In order to meet the objectives of the study, a descriptive survey design was employed, which involves both quantitative and qualitative methods. In this study, 10 school directors, 10 homerooms teachers, and 250 grade nine students participated. The school administrators and teachers were selected by the purposive sampling techniques for the interview, and for the questionnaire respectively but students were selected by random sampling techniques. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed qualitatively. The results of the study revealed that both students and teachers and school administrators perceived one to five education army development group works positively. However, the followings were found to be the main constraint encountered during teamwork activities. Finally, based on the findings, it was concluded that one to five teamwork was not properly implemented by the majority of teachers and students as it was expected. Hence, the importance of preparing short or long term trainings regarding one to five teamwork for students especially for teachers by any concerned bodies.

Download PDF: