An Assessment of the Current Status of Academic Staff Development Practices in Selected Preparatory Schools of Addis Ababa
| dc.contributor.advisor | Yimam, Melaku (PhD) | |
| dc.contributor.author | Asfaw, Shimeles | |
| dc.date.accessioned | 2019-02-05T07:22:43Z | |
| dc.date.accessioned | 2023-11-10T14:45:32Z | |
| dc.date.available | 2019-02-05T07:22:43Z | |
| dc.date.available | 2023-11-10T14:45:32Z | |
| dc.date.issued | 2010-06 | |
| dc.description.abstract | The prime pUlpose of the study was to assess the current status of academic staff development practices in selected government preparatolY schools of Addis Ababa. To this end, the descriptive survey method was in operation. Both questionnaire and document analysis were in use as instrument of data collection. The sampling techniques used to select the data sources of the study were simple random stratified and purposive ones. Teachers and educational leaders ' development core process coordinators, supervisors, principals, vice-principals, and teachers were the subjects of the study. Frequency, percentages, and mean scores were the statistical tools used to analyze the data gathered. This study revealed that staff members were not given the opportunity to identifo their own development needs irrespective of their position. Identification of needs through analysis of the culture, plan and objective of the school as well as individuals work peiformance together with consideration of trainers' capability and level of motivation in prioritizing the needs identified were not practiced. Though the schools made need assessment for staff development programs, it was top level managers who authoritatively determined development needs of sta1ft. As shown in the findings, teachers were aware of the program and its contents. However, the programs were not operating according to the time table; procedures were not determined for participation and involvement of all sta1ft in the assessment of needs; identification and selection of objectives, training types, and contents; and evaluation of staff development programs. In effect such scenario may have adverse consequences both on the part of the teachers and the school itself It contributes to lowering the interest of teachers to attend the program which might finally end up in physical withdrawal orland may take students time thereby affecting portion coverage and quality of education outcome. From this, it is possible to conclude as the programs were poorly organized and coordinated. In addition to this, the available limited practice of implementing academic staff development program had been hampered by budget constraints. In light of these findings, some of the recommendations fonvarded are: giving a room to staff members in identifoing development needs of their own, identifoing needs through analysis of individuals' knowledge, skills, attitude, and work performance together with the culture, plan and objective of the schools. Though there might exist unforeseen situations forcing not to run development programs according to the time allotted, attention ought to be given to avoid deterring factors that can be foreseen with adequate preparation that optimize the possibility of operating staff development programs according to time tables. Furthermore, rationally accepting needs assessed by the schools, and avoiding the trend of top level managers' authoritative determination of staff development needs as well as determination of procedures for participation and involvement of all staff should be made. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16243 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Current Status of Academic Staff Development Practices | en_US |
| dc.title | An Assessment of the Current Status of Academic Staff Development Practices in Selected Preparatory Schools of Addis Ababa | en_US |
| dc.type | Thesis | en_US |