| Work Experience | Assistant Professor, Department of EdPM, Injibara University, (July 11/2022 to Present)Dean, School of Graduate Studies, Dire Dawa University (March 17, 2022 to July 10/2022)Assistant Professor, Department of Pedagogy and Morality, Dire Dawa University (November 15/2021 to July 10/2022)Lecturer, Department of Pedagogy and Morality, Dire Dawa University (March 16, 2015 to November 14/2021)Coordinator, Enrollments, Academic Records and Alumni Affairs of College of Social Science and Humanities, Dire Dawa University (January 9, 2017 to October 8/2017)Coordinator, Teacher Development Team, Quality Enhancement and Academic Affairs Directorate, Dire Dawa University (February 22, 2016 to January 9, 2017)School Director, Zigem General Secondary and Preparatory School (June 08/2013 to February 21/2014)Economics Teacher, Zigem Preparatory School (February 22/2013 to September 9/2014)Educational Quality Assurance Expert, Chagni City Administration (April 23/2013 to June 07/2013)Educational Planning and Fund Rising Expert, Chagni City Administration (November 13/2010 to April 22/2013)Educational Quality Assurance Expert, Chagni City Administration (February 08/2010 to November 12/2010)Head of Capacity Building Office, Chagni City Administration (February 17/2009 to February 07/2010)Deputy Head of Education Office, Chagni City Administration, (June 18/2008 to February 16/2009)Deputy Head of Small and Medium Business Enterprises Office, Chagni City Administration (May 19/2008 to June 17/2008)Deputy Head of Capacity Building Office, Chagni City Administration (September 26/2007 to May 18/2008) |
| Publications | Tadesse, M., & Sintayehu, B. (2022). School climate and professional capital: mediating role of professional identity. Education 3-13, 50(8). https://doi.org/10.1080/03004279.2022.2143723Tadesse, M., & Sintayehu, B. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?, Cogent Education, 9(1), 2105552. https://doi.org/10.1080/2331186X.2022.2105552 Sintayehu, B., Solomon, M., & Amera, S. (2022), Elevating teachers” professional capital: Effects of teachers” engagement in professional learning and job satisfaction, SAGE Open, 12(2), 1-15. doi: 10.1177/21582440221094592 Tadesse M. & Sintayehu B. (2022). Uplifting teachers” professional capital through promoting engagement in professional learning: Mediating effect of teacher job satisfaction, Cogent Education, 9(1), doi: 10.1080/2331186X.2022.2057102 Solomon, M., & Sintayehu, B. (2022). Curriculum conceptualization, development, and implementation in the Ethiopian Education system: manifestations of progressive curriculum orientations. Journal of Education, 202 (1), 69-79. doi:10.1177/0022057420966760.Sintayehu, B., Solomon, M., & Amera, S. (2021). Advancing teachers” human capital through effective leadership and institutional safety: Mediating effect of professional learning and teaching climate, Cogent Education, 8(1). doi:10.1080/2331186X.2021.1912488 Sintayehu, B., Solomon, M., & Amera, S. (2021). Primary school climate measurement: examining factorial validity and reliability from teachers’ perspective, Cogent Education, 8(1). doi:10.1080/2331186X.2021.1929039. Sintayehu, B. (2020). Evaluation of English for Ethiopia grade nine textbook reading texts’ appropriateness: from teachers” and students” perspectives, Open Journal of Language and Linguistics, 3(12), 1-12. https://escipub.com/open-journal-of-language-and-linguistics/ Sintayehu, B., & Ashenafi, T. (2020). Praxis of assessment for learning in Ethiopian higher education institutions: The case of Dire Dawa University, Ethiopia. American Journal of Educational Research and Reviews, 5(65), 1-16. https://escipub.com/american-journal-ofeducational-research-and-reviews/,Sintayehu, B. (2020). Nexus between theory and practice of continuous assessment in higher education: Dawa University in focus. Scientific Research and Reviews, 13(115), 1-14. https://escipub.com/scientific-research-and-reviews/Solomon, M., Sintayehu, B., & Belaynesh, K. (2019). Reflections on curriculum conceptualization and its development in the current Ethiopian education system vis-à-vis some renowned classical curriculum orientations. International Journal of Education & Management Studies, 9(4), 249-255. Sintayehu, B. (2017). Analysis of the perceived professional importance of postgraduate diploma in teaching (PGDT) program from Dire Dawa University student teachers’ perspective. Education Journal, 6(1), 63-68. doi: 10.11648/j.edu.20170601.18. Sintayehu, B., & Ashenafi, T. (2017). The impending challenges of continuous assessment implementation at Dire Dawa University, Ethiopia. International Journal of African and Asian Studies, 35, 59-68.Teferi, M., Tesfaye, B., & Sintayehu, B. (2017). Demystifying the underpinning role of civics and ethical education on freshman students” engagement in democratic principles: The case of Dire Dawa University, Ethiopia. Research on Humanities and Social Sciences, 7(18), 1-6. Banbul, S., & Sintayehu, B. (2017). University-industry collaboration in curriculum development: Analysis of Banking and Finance graduates” attributes from educators and industries perspective. Education Journal, 6(2), 87-93. doi: 10.11648/j.edu.20170602.13. Sintayehu, B. (2016). The practice of continuous assessment in primary schools: The case of Chagni, Ethiopia. Journal of Education and Practice, 7 (31), 24-30. Sintayehu, B. (2016). The challenges of postgraduate diploma in teaching (PGDT) program in Dire Dawa University: From the view-point of summer student teachers. International Journal of Liberal Arts and Social Science, 4(9), 21-31.Sintayehu, B. (2016). The contribution of teachers” continuous professional development (CPD) program to quality of education and its teacher-related challenging factors at Chagni primary schools, Ethiopia. The International Journal of Humanities & Social Studies, 4(3), 218-225. |
