The Management of Teachers in Primary School Cluster-Based in-Service Training in West Gojjam Administrative Zone, Amhara Regional State
No Thumbnail Available
Date
2007-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
This sludy atlempled to investigate the real status anellor problems and outcomes of
organization and management of teachers in Cluster-based in-service training (CBlT) in
west GOJjam Administrative zone, Amhara Regional State. The difference in the report of
leachers, principals, supervisors and Woreda, Zone and Region Education Officials on
the management of teachers in CBlT due to CBlT contribution to professional
development, problems that hinder the program and differences of management of
teachers in CBlT with respect to sex, qualification, way of clustering and years of
teaching experience were explored. 732 teachers, 50 principals, 35 supervisors from
primary school clusters and 5 offiCials were the subject of the study. Subjects of the study
were selected by using stratified random sampling technique respect to way of clustering,
sex and qualification from teachers, principals, and supervisors, while Education
OffiCials were selected by using pwposeful random sampling technique. Two measuring
instruments were used to gather the required data for the study. These are Teachers ',
Principals' and Supervisors ' Self-report Questionnaire and Education Officials Semistructured
Interview Questionnaire. The quantitative data were analyzed using statistical
methods mean, standard deviation, spearman rank-order correlation, person product
moment correlation, T-test, multiple and stepwise regression and analysis of variance
(ANOVA). Also the qualitative data were analyzed by using qualitative method of
analysis. Analysis of the data revealed that professional development was statistically
significant predictor of the implementation or outcome of CBlT and then CBIT
contributes to teachers' professional development. Besides, CBlT professional
development activities were strongly correlated with objective and rationale, decision
making, leadership and planning of CElT Moreover, these independent variables were
positively influence the implementation or outcome of CElT via professional development
activities. Female teachers ' opinions were significantly agreed than male teachers in
CElT management (planning, leadership and decision-making). It was also found that
Certificate -Ieachers are more performed and agreed opinions than diploma teachers
about planning, deCision-making and outcome of CBIT management. Analysis of the
variance indicated that management of teachers in CElT program management no differ
significantly as a result of way of clustering and leaching experience among primClly
school teachers. But with respect to management functions there were a significant
difference between them. On the other hand, the result revealed that some of the major
problems that hinder the management of teachers in CBlT are lack of instructional
commitment, lack of institutional commitment, lack of skills and knowledge. lack of credit
for the given training. and lack of budget. Implication of the result are discussed and
recommendations are also forwarded
Description
Keywords
Management of Teachers, in Primary School Cluster-Based