This study examined teachers’ perceptions of their professional status and selectivity using quantitative data and assessed whether these perceptions vary by demographic and contextual factors. The study used a general survey design. Data were gathered through an online questionnaire completed by 520 teachers from various educational levels and residential areas. The analysis used descriptive statistics, independent-samples t-tests, and ANOVA. Teachers’ perceptions of overall status and selectivity were generally low to moderate, with a mean of M = 2.82 on a five-point Likert scale. Sub-dimension analysis showed the highest perception in 'Professional Competence and Confidence' (M = 3.45), and the lowest in 'Social Prestige and Respectability' (M = 2.24). This difference was statistically significant (F = 18.62; p < .05). Contextually, teachers in villages and small towns reported higher perception scores (M = 3.55) than those in city centers (M = 2.44), highlighting the impact of socio-cultural environment on professional status. However, perception scores for expert teachers (M = 3.20) and head or master teachers (M = 3.95) remain below expected levels, suggesting that the current career hierarchy has not yet generated enough momentum to enhance professional prestige and that the system offers limited social and professional recognition.

The previous study showed that the major stumbling block to effectively teaching reading skills is teachers’ culture of banking on a centrally controlled, one-size-fits-all curriculum. This study investigates the impacts of differentiated instruction training (DIT) on English reading proficiency among high school teachers in Dire Dawa. DIT was intended to serve as an action plan to modernize and improve the traditional method. Using the pretest-posttest design, the research involved 157 teachers and analyzed changes in reading proficiency following a six-week intervention. The results showed a significant improvement in reading proficiency, with teachers with higher educational qualifications and more teaching experience showing slightly greater gains. Qualitative feedback indicated enhanced engagement and confidence in reading tasks among teachers, particularly those with extensive experience. These results highlight differentiated instruction training as a useful professional development tool that can meet teachers' diverse instructional needs and improve overall effectiveness. The study suggests adjusting support based on educators' expertise levels and incorporating differentiated training into continuous professional development programs to maximize results.

This study examined the relationships between Adama Science and Technology University students’ reading habits, experiences, collaboration skills, and their academic achievement. It applied a quantitative method. A correlational design was used. The study used both primary and secondary sources. The data-gathering instruments were structured questionnaires and document analysis. The researchers selected 200 participants from a total of 4579 students using simple and stratified sampling techniques. The researchers analyzed the data using means, standard deviations, correlations, ANOVA, t-tests, and simple regression. The study found no statistically significant differences by gender or year of study, but significant differences by department and religion in reading habits and experiences. The study found no statistically significant differences in reading collaborations by gender, year of study, department, or religion. Subjects’ reading habits, experiences, and collaborations showed positive relationships with each other and with academic achievement, with differences in the strength of these relationships. Reading practice predicts both reading habits and reading collaborations.