Abe Tekleselassie

Abe Tekleselassie
Associate Professor, Educational Administration
(202) 994-0132

Dr. Tekleselassie's research interests include resiliency and the development of protective factors among at-risk students; job satisfaction and mobility patterns of school principals; educational reform and policy in the international context; and women and minorities in educational leadership.

In 2014-15, Dr. Tekleselassie was a US Fulbright Scholar to Ethiopia, where he conducted research on school leadership development for school renewal; closing the research, policy, and practice gap in higher education in Ethiopia; and understanding the professional trajectories of successful women educational leaders.

Previously Dr. Tekleselassie was on faculty at Georgia Southern University, GA, and a Department Chair and a Lecturer at the Addis Ababa University, Ethiopia. He holds a PhD. in Educational Administration from the State University of New York at Buffalo.

Dr. Tekleselassie has taught numerous courses at GW including the Principalship, Strategic Planning, Dissertation Seminar, Supervision and Instructional Leadership, among others.

Publications

Tekleselassie, A. & Choi, J. (2019). Understanding school principal attrition and mobility through hierarchical generalized liner modeling. Educational Policy., Available here.

Tekleselassie, A. & Ford, A. (2019). Planning and Implementing Mutually Beneficial International Partnership in Educational Leadership between U.S. and Middle Eastern Institutions.International Journal of Educational Reform, 28 (2), 179-206.

Jamison, K., Clayton, J., & Tekleselassie, A., & Swayze, S. (2018). The nexus between theory and practice: How the transformative initiative pathway improved clinical practice for educational leadership preparation. International Journal of Educational Leadership Preparation, 13 (1), 1-13.

Hatton, H., Howard, L., & Tekleselassie, A. (2017). How external influences effect elementary rural principals’ ability to program for students? Planning and Changing, 48 (2), 1-23.

Clayton, J., Jamison, K., & Tekleselassie, A. (2017). Linking research to clinical practice: Insight from the transformational pathways in administrator preparation. Educational Planning, 24 (3), 45-59.

Marshack, S., Tekleselassie, A., & Swayze, S. (2015). The simultaneous education of an immigrant parent and secondary school child. Education Policy and Current Practices, 2(1), 1-17.

Tekleselassie, A., Mallery, C., & Choi J. (2013). Applying the multilevel model to unpack the gender gap in college access among African Americans. The Journal of Negro Education, 82 (2), 139-156.

Tekleselassie, A. & Villarreal, P. (2011). Career mobility and departure intentions among school principals in the United States: Incentives and the disincentives. Leadership and Policy in Schools, 10, (10), 251-293.

Alemu, D & Tekleselassie, A. (2011). Comparative analysis of instructional language issues in Ethiopia and the United States.Journal of Creative Education, 2 (4), 402-407.

Tekleselassie, A. (2010). Demystifying Conventional Assumptions: Do African American parents anticipate investing less toward their children’s college costs than their white peers? Journal of Student Financial Aid, 40 (2), 5-20.

Rusell, B.. & Tekleselassie, A., Turnbull, D. Arthur, L., & Burnham, J. (2008). Comparison in academic performance between distance and on-campus students in allied healthcare education. Journal of Allied Health, 27, 1E-21E.

Tekleselassie, A. (2006). Crossing traditional boundaries: How do practitioners and university faculty describe their experience with educational research literature?. Journal of Educational Research and Reviews, 1 (6), 180-191.

Daniel, A. & Tekleselassie, A. (2006). Instructional language policy in Ethiopia: Motivated by politics or the educational needs of children. Journal of Planning and Changing, 37 (3), 151-161.

Tekleselassie, A. (2005). Teachers’ career ladder policy in Ethiopia: An opportunity for professional growth or “a stick disguised as a carrot?”. International Journal of Educational Development, 25, 618-636.

Tekleselassie, A. & Johnstone, D.B. (2004). Means testing: The dilemma of targeting subsidies in African Higher Education.Journal of Higher Education in Africa,2 (2), 135-158

Tekleselassie, A. (2002). The de-professionalization of school principalship: Implications for reforming school leadership in Ethiopia. Journal of International Studies in
Educational Administration, 30(3)
, 57-64

Tekleselassie, A. (2000). Problems of gender equity in institutions of higher learning in Ethiopia. In A. Amare et.al. (Eds.), Quality Education in Ethiopia: Vision for the 21st Century. Addis Ababa: Addis Ababa University Printing Press

In the News

Dr. Abebayehu Tekleselassie was elected and appointed President of the International Society for Educational Planning for a two-year term (October 2019-October 2021). In addition, Dr.

Dr. Abe Tekleselassie was invited by The Lab @ DC, a new applied research team in the D.C. Mayor's Office, to speak about mobility patterns of school educators. Dr. Tekleselassie presented: The Revolving Door of the Administrator's Office: Understanding School Principal Leaver and Mover Behavior Using National Data.

Dr. Abebayehu Tekleselassie has been elected to the office of Vice President and Dr. Angel Ford, GSEHD Senior Research Program Associate, has been elected to the office of Secretary for the International Society of Educational Planners.

GSEHD faculty and staff presented at the at the annual conference of the International Society of Educational Planners in Toronto, Canada. Dr. Abe Tekleselassie and Dr. Angel Ford, along with Dr. F. Alhamzi from Taibah University, gave a presentation entitled Global Higher Education Connections Panel Presentation -The Final Stages of Implementation: George Washington University and Taibah University Partnership. Dr. Tekleselassie, Dr. James Tucker, and Dr. Ford presented Planning for Successful School University Partnerships for Principal Training. Dr. Ford also gave a talk entitled Planning Professional Development Using Knowledge of Self-Determination Theory and Generational Theory.

Students, alumni, faculty, and staff represented GSEHD at the GW Research Days event last week. Thanks to everyone who presented their important work or participated as judges and mentors. (Poster descriptions are available in the Research Days Abstract Book - pages 20-38.)