Sintayehu Belay Abjehu(PhD Ass.Prof)

Full Name Sintayehu Belay Abejehu
Academic Rank

  Assistant Professor

Education Background
  • PhD in Education (Curriculum and Instruction) from Bahir Dar University (November 04, 2021)
  • M.Ed. in Curriculum Studies from Bahir Dar University (June 29, 2012)
  • B.Ed. in Banking and Insurance from Adama University (July 07, 2007)
Working 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)
Research Interest
  • Teacher Education and Development
  • Professionalism and Professional Capital
  • Curriculum Development, Implementation and Evaluation
  • Problem-Based Teaching and Learning
  • Active Learning Methods
  • Teacher Leadership
  1. Tadesse, M., & Sintayehu, B. (2022). School climate and professional capital: mediating role of professional identity. Education 3-13, 50(8).
  2. Tadesse, M., & Sintayehu, B. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?, Cogent Education, 9(1), 2105552.
  3.  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
  4. 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
  5. 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.
  6. 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
  7. 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.
  8. 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.
  9. 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.,
  10. 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.
  11. 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. 
  12. 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/
  13. 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.
  14. 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.
  15. 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/ 
  16. 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.
  17. 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.
  18. 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.

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