Survey of Students' opinion on Teachers' Performance in Tvet Institutions in Addis Ababa
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Date
2008-04
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Addis ababa univeresty
Abstract
This study aimed at investigating the level of teachers' peTj'ormance in
TVET institution of Addis Ababa based on students opinion. The study
was carried out in four governmental TVET institutions; namely General
Wmget, Teferi Mekonen, Nefas Silk, and Tegbare-ed. A descriptive
research design was employed for the study. The respondents of the study
were 4 industrial technology department heads and 200 students out of
1233 students in different departments. Purposive sampling for
department heads and stratified random sampling for students were
employed. Data were gathered through questionnaires~ and interview. The
total number of questions administered in the study was 50. The data
collected were analyzed by percentile and descriptive/interpretation. The
finding revealed that teachers show deficiencies in almost all the variables
considered in the study. Lack of the necessary equipment, the negative
attitude teachers developed towards the subject matter they taught, and
absence of any connection between TVET institutions and employer
organizations were found to be the major problems that teachers face.
Thus owing to these reasons, according to surveys done on students'
opinion the peTj'ormance of teachers in TVET institutions in Addis Ababa is
not satisfactory. On the basis of the major findings the following
recommendations are made: Teachers in TVET institutions need to be
provided with adequate training in order to enhance their capabilities.
TVET institutions are expected to equip themselves with the required
training facilities for effective and efficient teaching and learning process.
To improve teachers' practical working on hands skill, industrial
attachment and on the job training for teachers is very important aspect of
peTj'ormance upgrading. So, it has to be planned by Addis Ababa
Education Bureau to arrange this program at teachers' summer vacation
time. Teachers' training institutions and educational officers should see it
as their responsibility to promote positive attitude for their graduates. It is
very important if there is close linkage between TVET institutions with
curriculum developers and employer organizations to determine acceptable
minimum competences for formal training so that teachers could cope-up
with their peTj'ormance to this level
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Education