The Status of Teacher Development Program in Oromia Colleges of Teacher Education
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Date
2012-06
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Addis Ababa Univerisity
Abstract
The purpose of this study was to assess the status of Teacher Development Program
implementation in Oromia CTEs. The study drew upon both quantitative and qualitative
methodologies. Data was collected through self administered questionnaires, interviews and
Focus Group Discussions. In addition, observation and document reviews were also made part
of the process. Qualitative data was analyzed after it was organized through coding and
categorization. Frequencies, percentages and mean scores were used to summarize
demographic variables of respondents’ and describe variables used to measure respondents’
opinions on the status of the various subcomponents of TDP implementation. Chi-square was
used to determine if there are significant differences among the three groups of respondents
by institution in the frequencies of categories with regard to teacher educators’ knowledge on
TDP and status of CPD portfolio. One way ANOVA was used to compare the means of
different dependent variables between the three groups of respondents on different opinion
questions when deemed necessary. It was found that there is significant contribution of TDP
to improve the quality of education and positive development with respect to opportunities
created to enhance teachers’ professional development. Professional development activities
were consistent with the intention of the Education and Training Policy. However, the study
indicated low level of commitment among teacher educators and low management support,
and weak monitoring and evaluation system. It is recommended that greater focus be given to
improve the situation as reform programs require strong follow up, commitment and strong
management.
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Keywords
Teacher Development Program