SINTAYEHU BELAY ABEJEHU (PH.D.)

Nationality: Ethiopian

Mobile phone: +251918740986

Gender: Male

Personal email: sintbelay86@gmail.com

Marital Status: Married

Institutional email: sintayehu.belay@inu.edu.et

Health Condition: Excellent

ORCID: 0000-0002-6668-5845

Date of Birth: 27 May 1986

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PROFILE STATEMENT

Dr. Sintayehu Belay Abejehu, an Associate Professor at Injibara University, Ethiopia, has over 16 years of professional experience spanning curriculum development, teacher education, and educational research. He earned his Ph.D. in Education (Curriculum and Instruction) from Bahir Dar University in November 2021 and has since made notable scholarly contributions, publishing more than 22+ research articles on topics such as educational quality assurance, curriculum innovation, and education in crisis-affected regions. He has demonstrated exceptional leadership throughout his career, serving in various academic and administrative roles. At Injibara University, he currently acts as Vice Dean for Postgraduate, Research, and Community Services. His previous positions include Dean of Graduate Studies, Teacher Development Head, and Registrar and Alumni Coordinator at Dire Dawa University. Additionally, he has contributed to Ethiopia’s educational development as a Regional Delivery Coach for the Education Development Trust’s TARGET Project, focusing on enhancing professional development and strengthening the capacity of educators. An expert in advanced research methodologies, He specializes in Structural Equation Modeling (SEM) and Multilevel Structural Equation Modeling (MSEM), utilizing tools like AMOS and MPlus. He is deeply committed to improving educational outcomes, particularly in complex and challenging environments, and his work emphasizes evidence-based strategies to address educational disruptions and improve learning conditions in crisis-affected settings. His future research interests center on teacher education, education in emergencies, and building resilient education systems capable of withstanding crises. Through his extensive experience and scholarly contributions, he aims to advance the quality and equity of education in Ethiopia and beyond.

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EDUCATIONAL QUALIFICATION

• Ph.D. in Education (Curriculum and Instruction) from Bahir Dar University, November 04, 2021, with CGPA 4.00 and excellent dissertation result.
• Higher Diploma in Teacher Education from Dire Dawa University, June 29, 2016.
• M.Ed. in Curriculum Studies from Bahir Dar University, June 29, 2012.
• B.Ed. in Banking and Insurance from Adama University, July 07, 2007.

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WORK EXPERIENCE

• Associate Professor of Education, Injibara University, January 27, 2025 – Present
• Assistant Professor of Education, Injibara University, July 11, 2022 – January 26, 2025
• Technical Advisor for Data for Delivery Project, Education Development Trust, September 12, 2022 – May 31, 2023
• Assistant Professor, Department of Pedagogy and Morality, Dire Dawa University, November 15, 2021 – July 10, 2022
• Lecturer, Department of Pedagogy and Morality, Dire Dawa University, March 16, 2015- October 8/2017.
• Economics Teacher & Department Head, Tilili Preparatory School, Sep. 11/2014-Feb. 13/2015.
• Economics Teacher, Zigem Preparatory School, Feb. 22/2013-Sep.9/2014.
• Educational Quality Assurance Expert, Chagni City Administration, April 23/2013-June 07/2013.
• Educational Quality Assurance Expert, Chagni City Administration, Feb. 08/2010-Nov. 12/2010.

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LEADERSHIP EXPERIENCE

• Vice Dean of Postgraduate, Research, and Community Service, Injibara University, December 15, 2022 – Present
• Dean, School of Graduate Studies, Dire Dawa University, from March 17, 2022-July 10/2022.
• Coordinator, Enrollments, Academic Records and Almuni affairs of College of Social Science and Humanities, Dire Dawa University, from January 9, 2017 to October 8/2017
• Head, Teacher Development Team, Quality Enhancement and Academic Affairs Directorate, Dire Dawa University, from February 22, 2016 to January 9, 2017.
• School Director, Zigem General Secondary and Preparatory School, June 08/2013-Feb.21/2014
• Head of Capacity Building Office, Chagni City Administration, Feb. 17/2009-Feb. 07/2010
• Deputy Head of Education Office, Chagni City Administration, June 18/2008-Feb. 16/2009.
• Deputy Head of Small and Medium Business Enterprises Office, Chagni City Administration, May 19/2008-June 17/2008.
• Deputy Head of Small and Medium Business Enterprises Office, Chagni City Administration, May 19/2008-June 17/2008.
• Dean, School of Graduate Studies, Dire Dawa University, March 17, 2022 – July 10, 2022

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FEW OF THE COURSES TAUGHT

• Application of statistical methods in education for postgraduate students
• Curriculum and instruction for postgraduate students
• Qualitative research methods in special needs and inclusive education for postgraduate students
• Introduction to Comparative and International Education for undergraduate students
• Curriculum development, implementation and evaluation for undergraduate students
• Instructional technology for undergraduate students
• Secondary school curriculum and instruction for undergraduate students
• Curriculum studies for undergraduate students
• Action research for undergraduate students
• Teaching in multicultural context for undergraduate students
• Reflective teaching practice for undergraduate students

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PUBLICATIONS

• Sintayehu, B., & Tadesse, M. (2024). Exploring the Link between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach. Sage Open, 14(3).
• Sintayehu, B., & Wondifraw, D. (2024). Testing and validating the collaborative for academic, social, and emotional learning (CASEL) model in the context of Ethiopian secondary schools: Factorial analysis. Social Sciences & Humanities Open, 10(2024).
• Alem, A., & Sintayehu, B. (2024). Women’s effectiveness in school leadership: The case of Awi Nationality administrative zone primary schools, Ethiopia. Social Sciences & Humanities Open, 10(2024), 1-7.
• Alem, A., & Sintayehu, B. (2024). Analyzing the contribution of school climate to academic achievement using structural equation modeling. SAGE Open, 14(1), 1–11.
• Tadesse, M., & Sintayehu, B. (2022). School climate and professional capital: mediating role of professional identity. Education 3-13, 50(8).
• Tadesse, M., & Sintayehu, B. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?, Cogent Education, 9(1), 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.
• 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).
• 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.
• 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).
• Sintayehu, B., Solomon, M., & Amera, S. (2021). Primary school climate measurement: examining factorial validity and reliability from teachers’ perspective, Cogent Education, 8(1).
• 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.
• 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.
• 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.
• 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., & Tadesse, M. (2024). Exploring the Link between Teachers’ Motivation for Continuous Professional Development and Professional Learning Communities: A Structural Equation Modeling Approach. Sage Open, 14(3).
• Sintayehu, B., & Wondifraw, D. (2024). Testing and validating the collaborative for academic, social, and emotional learning (CASEL) model in the context of Ethiopian secondary schools: Factorial analysis. Social Sciences & Humanities Open, 10(2024).
• Alem, A., & Sintayehu, B. (2024). Women’s effectiveness in school leadership: The case of Awi Nationality administrative zone primary schools, Ethiopia. Social Sciences & Humanities Open, 10(2024), 1-7.
• Alem, A., & Sintayehu, B. (2024). Analyzing the contribution of school climate to academic achievement using structural equation modeling. SAGE Open, 14(1), 1–11.
• Tadesse, M., & Sintayehu, B. (2022). School climate and professional capital: mediating role of professional identity. Education 3-13, 50(8).
• Tadesse, M., & Sintayehu, B. (2022). Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?, Cogent Education, 9(1), 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.
• 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).
• 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.
• 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).
• Sintayehu, B., Solomon, M., & Amera, S. (2021). Primary school climate measurement: examining factorial validity and reliability from teachers’ perspective, Cogent Education, 8(1).
• 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.
• 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.
• 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 viewpoint 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.

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Manuscripts Under Review

• Sintayehu, B., & Tadesse, M. (2023). Examining the link between teachers’ professional engagement and their collective efficacy belief: Mediating role of teacher professional relationships. Accepted for publication in Sage Open.
• Sintayehu, B. & Wondifraw D. (2024). Investing in teachers’ professional capital: Effect of professional learning community dimensions among secondary schools of Eastern Ethiopia. Accepted for publication in Journal of Education.
• Sintayehu, B. & Wondifraw D. (2024). Nurturing Social and Emotional Learning in Eastern Ethiopia Secondary Schools: Effect of Professional Capital in Teaching Elements.

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LANGUAGE SKILLS

• English – Excellent
• Amharic – Excellent
• Agawigna (Awingi) – Excellent

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REFERENCES

• Professor Tadesse Melesse, Bahir Dar University, Ethiopia. Email: tmelesse3@gmail.com
• Dr. Wondiferaw Dejene, Dire Dawa University. Email: wondideg@gmail.com
• Prof. Solomon Melesse, Dean, School of Educational Sciences, Bahir Dar University. Email: btlhmslmn1997@gmail.com