The main objective of this study was to investigate organizational andrnmanagerial factors affecting the secondary level of distance education inrnEthiopia. To conduct this study, a descriptive survey was employed.rnQuestionnaire survey, interview, document analysis and organizationalrnobservation were used to collect the necessary data. The subjects of this studyrnwere chosen using systematic and availability sampling procedures. Thernresearch study involved three categories of sample population: Distancernstudents, distance education staff members and tutors. Data analysis was madernby using statistical tools such as percentage, chi-square and t-test to identifyrnwhether there were differences or agreement in the views of the respondentsrnregarding the various variables.rnThe study findings indicated that there is disparity between the needs of therndistance education students and the provision of educational services. Some ofrnthese include: delays in informing examination results, delays in distribution ofrncourse materials, low turn-around time of assignments, and shortage of trainedrnstaff members. Besides, inadequate facilities such as computer network havernbeen big problems for secondary level distance education. According to thisrnstudy, the major reasons for the delays of services were limited institutionalrncapacity, over-centralization of distance education activities and inefficientrnpostal service. Moreover, tutors and Distance Education Panel staff membersrnare not equipped with the necessary skills that would enable them to carryoutrntheir duties effectively.rnAs the study reveals the largest group of distance students (64%) were notrnbeneficiaries of tutorial programs mainly due to long distance of the tutorialrnixrncentres from the students' locality and the absence of tutorial programs in somernregions (Somali, Afar, DireDawa, Benshangul-Gumuz and Gambela).rnMoreover, the educational radio programs were underutilized and most of themrnwere not helpful because they were not based on the new syllabus. Thoughrnefforts have been made in the provision of the three instructional media; namely,rnprint, face-to-face and radio, they could not be used effectively to support therndistance learners.rnThe results obtained also indicated that distance students on the average spendrn10 years to complete the secondary level (9-12 grades) though the expected timernof completion is 2 years. Distance students identified inefficiency of postalrnservice, delay in sending examinations, course materials and assignments as thernmajor reasons for the low rate of progress.rnThe results obtained indicated that all the problems cited in the findings arernclosely related to capacity, organizational and managerial problems. Finally,rnbased on the findings and conclusions, recommendations were made to addressrnthe problems under study