https://survey.amu.edu.et/ojs/index.php/EJBSS/issue/feed 2026-01-22T21:43:26+03:00 Abera Uncha (PhD) abera.uncha@amu.edu.et Open Journal Systems <p>The Ethiopian Journal of Business and Social Sciences (EJBSS), based at Arba Minch University in Ethiopia, publishes peer-reviewed articles biannually across various fields, including business and economics, social sciences and humanities, behavioral and pedagogical sciences, and law. EJBSS accepts original scientific articles that have undergone peer review, typically including full-length articles, review articles, theoretical articles, methodological articles, and case studies. Additionally, the journal occasionally publishes other types of articles, such as brief reports, comments, replies to previously published articles, book reviews, and monographs. EJBSS disseminates its publications to the scientific community in Ethiopia and beyond, aiming to showcase Ethiopian academic achievements to the global community and highlight the significance of Ethiopian scientific research. As a non-profit academic journal, EJBSS is committed to promoting scholarly contributions based at Arba Minch University, Ethiopia.</p> <p>&nbsp;</p> <p>&nbsp;</p> https://survey.amu.edu.et/ojs/index.php/EJBSS/article/view/736 2026-01-02T09:51:05+03:00 Tadele Fayso ftadele81@gmail.com Teshome Tafesse teshome.tb@aau.edu.et

<table> <tbody> <tr> <td> <p><em>The informal economy remains a cornerstone of urban livelihoods in Addis Ababa, being a source of the 40% of the employment opportunities, yet formalization efforts have yielded minimal success despite policy initiatives such as Regulation No. 88/2017. This mixed-methods study investigates the institutional barriers shaping informal traders’ decisions to formalize, drawing on survey data from 384 traders, 18 key informant interviews, three focus group discussions, and document analysis. Findings reveal that while 96.9% of respondents recognize potential benefits, including access to finance (65%) and business opportunities (60.6%), only 8.6% intend to formalize, due to pervasive institutional distrust, complex bureaucratic procedures, high compliance costs, and inconsistent enforcement. Gender disparities are pronounced, with women facing lower awareness and heightened exposure to arbitrary evictions. The study demonstrates that formalization is mediated by regulative, normative, and cognitive dimensions, where parallel informal institutions often function more reliably than formal ones. Institutional failure is not merely administrative but deeply normative: state actions are perceived as predatory rather than protective, eroding legitimacy and fostering reliance on informal networks for survival. The study concluded that sustainable formalization requires a paradigm shift, from top-down regulation to co-governance that centers trust, equity, and participatory design. </em></p> </td> </tr> </tbody> </table> <p><strong><em>Keywords</em></strong><em>: informal economy, formalization, institutional barriers, Addis Ababa, Ethiopia, gender, governance</em></p>

2026-01-02T09:51:04+03:00 Copyright (c) 2026 Ethiopian Journal of Business and Social Sciences https://survey.amu.edu.et/ojs/index.php/EJBSS/article/view/730 2026-01-22T21:43:26+03:00 Yohannes Tilbe yohannestigro@yahoo.com Demshu Biru demshubiru@gmail.com

<table width="0"> <tbody> <tr> <td width="709"> <p><em>The main purpose of this study was to examine the determinants of students' academic performance in public and private middle-level schools in Yabelo Town. This research adopted a cross-sectional quantitative research design to address the research questions. The study's target population consisted of a total of 2,661 individuals, comprising students, teachers, and principals. From this total population, 437 sample participants were selected using stratified sampling. Various survey instruments, including the School Facility Inventory (SFI), Approaches to Teaching Inventory (ATI), Teaching Practices Inventory (TPI), and Instructional Leadership Inventory (ILI), were utilized, and students' semester average scores, encompassing all 12 subjects, were used to assess academic performance. The results from descriptive (Mean and Standard Deviation) and inferential(Multiple Regerssion and Independent t-test) statistical analyses indicated that in public schools, the availability of learning resources and facilities was the most crucial factor affecting academic performance, followed by teachers' professional practices, instructional methods, and leadership styles. While similar factors were observed in private institutions, they generally showed more favorable conditions. The t-test results revealed significant differences between the two types of schools regarding the factors influencing students' academic performance and variations in students' academic outcomes. Multiple regression analysis illustrated that the identified factors strongly influenced students' academic performance. These results emphasize the need to enhance learning resources, instructional methods, teachers' professional practices, and school leadership to improve academic performance and educational standards.</em></p> <p><strong><em>Keywords:</em></strong><em> academic performance, public and private schools, school factors, teacher factors, leadership factors</em></p> </td> </tr> </tbody> </table>

2026-01-22T21:43:25+03:00 Copyright (c) 2026 Ethiopian Journal of Business and Social Sciences