Dufera, Derebssa (PhD)Michael, Amde2018-06-212023-11-052018-06-212023-11-052003-05http://etd.aau.edu.et/handle/123456789/2787The major objectives of this study were to discover and assess the actual and desired degree of teachers' involvement in different areas of curriculum development practices. The problem of under-participation of teachers could be solved through involvement at different points along the policy-formulation-to- practice in curriculum continuum This participation enables the intended curriculum to be implemented effectively so that the set objectives could be attained This study investigated the relationship between nine categorized possible curriculum development areas for teachers' involvement and the extent of present and desired participation on 40 item decisional statements, as well as education officials' practice of encouraging collaborative and participative curriculum development activities. In addition, the existence of practical involvement of primary school' teachers was also examined. Further, respondents' biographical characteristic variables such as qualification, experience nationality language acquisition were also correlated with the present and desired levels of participation. To achieve the objective of the study, 3 Zones and 2 Special Woredas ; 6 woredas ( 2 from each Zones) and 20 primary governmental schools were selected as a sample. A questionnaire mainly made - up of cfose - ended with five - stage rating scale, and an average rate of participation three (3.00) Other alternatives and open-ended items were developed to collect first hand data required to answer the basic questions raised in the chapter of this paper. It was distributed to 32 educational officers; 20 school principals and 240 teachers. A total collection of usable questionnaires was 242 in number. The major findings were: (i) teachers desire of parTicipation in all areas of curriculum development practices was significantfy higher than the actually experienced, (ii) the concern given by educational official for encouraging teachers ' participation in curriculum development activities was at significantfy lower level, (iii) female experienced and desire more participation at instructional or classroom level than males, who actually experienced and desire more participation at policy formulation, curriculum designing and planning (iv) low level of academic qualification was found to hinder teachers' participation, (v) academic qualification, work experience, and acquisition of nationality languages , lock of resource materials, were found to minimize teachers' participationenEducationThesis