Survey of Students' Opinion on Teachers' Performance in Tvet Institutions in Addis Ababa

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Addis Ababa University


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