The mediating role of leader-member exchange (LMX) in the structural relationship between organizational justice and employee voice behaviour in higher education.

Within the vibrant yet complex ecosystem of higher education institutions, nurturing a culture of employee voice is critical for driving innovation, fostering engagement, and optimizing decision-making. However, it's still a complex task to identify the main factors influencing voice behaviour. This study ventures into this fertile ground, examining the mediating role of leader-member exchanges in the structural relationship between perceived organizational justice and employee voice behaviour in higher education. A correlational study design was used. A total of 361 participants were involved in the study. Data were collected using a questionnaire and analyzed using structural education modelling (SEM). The study found that both perceived organizational justice and leader-member exchange have a significant direct influence on employee voice behaviour, suggesting that both variables are important factors in predicting employee voice behaviour. Despite these effects, the contribution of leader-member exchange was found to be more impactful than perceived organizational justice. When the leader-member exchange is entered as a mediating variable in the structural model, the indirect effect of organizational justice becomes large. This suggests that when employees perceive their organization as fair, they are more likely to form positive relationships with their leaders and, as a result, these relationships lead to greater employee voice behaviour. Therefore, it can be concluded that higher education institutions are recommended to create a fair and equitable working environment strengthened by strong relationships between leaders and employees, as this directly contributes to improving employees' ability to express their thoughts and opinions for the benefit of the institutions.

The impact of armed violence on students' educational attainment and the role of parents in resilience schooling and the education process.

The main purpose of this study was to explore the impact of the Tigray People Liberation Front (TPLF) armed violence on the attainment of students' education and the role of parents' involvement in the resiliency of schooling and the education process. In doing so, a convergent mixed-method research design was used. Accordingly, both qualitative and quantitative data were collected simultaneously, and the analysis was drawn upon both strands in search of patterns. Numbers of the study sample were n = 436 and the selection was bounded into three categories of subjects such as school principals (n = 22) for an interview, primary school teachers (n = 384) for a questionnaire and parents (n = 30) for focus group discussion selected through comprehensive, simple random and purposive sampling strategies respectively. Bothe thematic analysis and descriptive analysis (frequency and percentage) were used as data analysis strategies. As a result, the following findings were obtained: Destruction of school infrastructures generate substantial impediments to the supply of schooling. As a result, students' educational enrolment was lowered and students' dropout rate, out-of-school students' rate and related educational wastage increased. Therefore, it can be concluded that sound school administration and active participation of parents and the local community are urgently needed to continue the schooling and education process. Parents and the local community participated to reorganize school activities when the war affected areas were free from the war battle field. However, currently when this study is being investigated, they are looking back due to threats that the war will reawaken and devastate their efforts again.

The provision of adult education in Ethiopia: 'policy initiatives and practice' in focus from qualitative findings - A meta synthesis study.

This study was conducted to build evidence-based research about the provision of Ethiopian adult education. Therefore, the main purpose of this meta-synthesis study was to upsurge understanding from empirical facts and give evidence-based research regarding the provision of adult education in Ethiopia from the standpoint of policy and practice a wide-ranging spotlight. In doing so, sample qualitative studies were searched and selected from databases using search terms. To find all the relevant primary studies on adult education to this investigation, both electronic and manual search strategies were utilised using the PRISMA (2009) guideline. According to this meta-synthesis result, Ethiopia has had three distinct political systems of government since the 1941, when adult education has been habituated into modern education with erratic emphasis. Each was defined by its approach to education policy. Sometimes adult education in all eras of government is used to spread political ideologies, rather than to directly benefit adult learners, who are the primary audience and effect good change. Although many policies and directives have been implemented to support the provission of adult education programs in the country, the actual effort and outcome are still merely symbolic. To conclude, the adult education policies should be revisited and formulated to reflect the creation of holistic development in all adult learners to be competent citizens and critical thinkers, stand for social justice, peace, and unity in diversity.