An Investigation of Teachers' Training Institute Instructors Effectiveness in Defining and Implementing the General Objectives of Pedagogic Syllabus (With Particular Reference to TTIS in Region Three)
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Date
1996-06
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Addis Ababa University
Abstract
The purpose of this study was to examine the TTl instructors effectiveness in
implementing the general objectives of the pedagogics syllabus. Among the many
characteristics of teacher effectiveness which are necessary for implementing the objectives of
a syllabus, due emphasis was given here for instructors' preparation of lesson plans, formulation
of objectives, making the trainees aware of each lesson objective, and correspondence of the
instructional activities of the instructors and trainees to the intended lesson objectives.
To this end, all the pedagogics instructors (11 in number), the directors, the deputy
directors, and a total of 550 trainees (50 trainees for each instructor) in the three TTls of Region
Three - Debre Birhan, Dessie, and Gondar- were the sources of information. The data
collection instruments used in the study were questionnaire, interview, classroom observation,
and documentary analysis. And, the data collected were analysed using percentages, averages,
One-Way Analysis of Variance (ANOV A), Tukey Honestly Significant Difference (HSD)
method, and Pearson Product-Moment Correlation.
The results of the study revealed that all the instructors did not prepare consecutive
lesson plans but use the lesson plans prepared by their colleagues in every instruction. It was
ascertained that the majority of the instructors prepared five lesson plans once for a week in
every month. Most of the objectives of the prepared lesson plans were specific, and consisted
of both behaviour and content. However, an insignificant num ber of objectives of the lessons
included behaviour, content, testing condition, and standard of performance simultaneously.
In addition, the prepared lesson plans were observed as highly dominated by lower level
cognitive objectives- knowledge and comprehension. In the actual classroom instruction,
instructors were also observed in making effort for the attairullent of lower level cognitive
objectives mor,e often than affective and higher level cognitive objectives- though the latter
groups of objectives were given a considerable degree of emphasis by the instructors when they
teach than they plan. All the lesson objectives have been found to be encompassed in the unit
and general objectives of the syllabus, but a considerable number of unit objectives of the
syllabus were not described by the lesson objectives. Instructors did not also make their
trainees aware of the intended lesson objectives. Although most of the instructional activities
ofthe instructors and the trainees were aimed at the attairunent of the lesson objectives, there
were some (instructors' and trainees') instructional activities which do not correspond with the
written lesson objectives. Hence, instructors effectiveness in implementing the general
objectives of the pedagogics syllabus was not as much as it should be. Based on these findings,
appropriate recommendations were also forwarded.
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An Investigation of Teachers, Training Institute Instructors