MA Research by Gezu Urgessa

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The Status of Teacher Development Program in Oromia

Colleges of Teacher Education

Gezu Urgessa Megerssa

A Thesis Submitted to
Institute of Educational Research

Presented in Partial Fulfillment of the Requirements for the Degree


of Masters of Arts in Educational Research and Development

Addis Ababa University

Addis Ababa, Ethiopia

June 2012
Addis Ababa University
School of Graduate Studies

This is to certify that the thesis prepared by Gezu Urgessa, entitled: The Status of
Teacher Development Program in Oromia Colleges of Teacher Education and
submitted in partial fulfillment of the requirements for the degree of Degree of
Masters of Arts in Educational Research and Development complies with the
regulations of the University and meets the accepted standards with respect to
originality and quality.

Signed by the Examining Committee:

Internal Examiner: Desalegn Chalchisa (PhD) Signature____________ Date___________

External Examiner: Temesgen Fereja (PhD) Signature____________ Date___________

Advisor: Derebssa Dufera (Prof.) Signature____________ Date___________

_____________________________________________________

Graduate Program Coordinators


ABSTRACT

The Status of Teacher Development Program in Oromia Colleges of Teacher Education

Gezu Urgessa

Addis Ababa University, 2012

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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ACKNOWLEDGEMENTS

I am extremely grateful to Professor Derebissa Dufera, who supervised my thesis and gave me
a great advice and support. I am also grateful to all friends and colleagues who in one way or
another contributed to the success of this study. I wish to express my gratitude especially to
The Bureau of Finance and Economic Development of Oromia for sponsoring me. I would
like to also appreciate the support and assistance from the instructors of the Institute of
Educational Research, Addis Ababa University. Finally, I am also blessed with wonderful
brothers who supported and encouraged me all through my work.

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Table of Contents

Contents Page

List of Tables

List of Acronyms

CHAPTER ONE: INTRODUCTION ……………………………………………………….. 1

1.1 Background of the Study……………………………………………………………………….. 1

1.2 Statement of the Problem ………………………………………………………………….... 4

1.3 Objectives of the Study ……………………………………………………………………… 6

1.4 Significance of the Study ……………………………………………………………………. 6

1.5 Scope and Delimitation of the Study……………………………………………………….. 7

1.6 Definitions of Key Terms and Phrases …………………………………………………….. 7

1.7 Research Limitations ………………………………………………………………………... 8

1.8 Organization of the paper……………………………………………………………………. 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE 9

2.1 Education Quality…………………………………………………………………………….. 9

2.2 Experiences in Education Reform Programs ……………………………………………… 12

2.3 Teacher Development Program (TDP) and its Components……………………………... 16

2.3.1 Pre-service Teacher Education Program ………………………………………………… 18

2.3.1.1 Higher Diploma Program (HDP) ……………………………………………………… 18

2.3.1.2 Management of Intake and Selection Processes ……………………………………… 19

2.3.1.3 Practicum Program ……………………………………………………………………… 21

2.3.2 In-service Teacher Education Program …………………………………………………. 22

2.3.2.1 Continuing Professional Development of Teachers (CPD) …………………………. 23

2.3.2.2 English Language Quality Improvement Program (ELQIP) ……………………… 28

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2.4 Research and Community Service …………………………………………………………. 29

2.5 Program Coordination, Monitoring and Evaluation of TDP …………………………….. 31

2.5.1 Program Coordination of GEQIP ………………………………………………………… 31

2.5.2 Program Monitoring and Evaluation of TDP …………………………………………… 32

CHAPTER THREE: METHODS 35

3.1 Research Design………………………………………………………………………………. 35

3.2 Participants of the Study …………………………………………………………………….. 35

3.3 Data Gathering Instruments ………………………………………………………………… 36

3.4 Procedures ……………………………………………………………………………………..37

3.5 Methods of Data Analysis …………………………………………………………………... 38

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND INTERPRETATION 40

4.1 Demographic Characteristics of the Respondents ……………………………………….... 41

4.2 Teacher Educators’ Knowledge about the Objectives of TDP …………………………... 42

4.3 Teacher Educators Opinion on GEQIP Support to Implement TDP ……………………. 44

4.4 Status of Teacher Educators’ commitment in the Implementation of TDP ……………..45

4.5 Coordination in TDP Implementation ……………………………………………………... 45

4.6 The status of Management Support and Monitoring in TDP Implementation…………. 46

4.7 Status of Teacher Educators’ Engagement in CPD ………………………………………. 47

4.7.1The Status of CPD Portfolio ………………………………………………………………. 48

4.7.2 Participation in Different Areas of CPD ………………………………………………… 48

4.7.3Benefits of Participation in PD Activities ………………………………………………... 50

4.7.4 Barriers to Participation in PD Activities ……………………………………………… 53

4.8 Management and Selection of Entrants…………………………………………………….. 55

4.9 Practicum Program …………………………………………………………………………... 56

4.10 Higher Diploma Program (HDP) …………………………………………………………. 58

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4.11 English Language Quality Improvement Programs (ELQIP) ………………………….. 59

4.12 Program Coordination of GEQIP …………………………………………………………. 60

4.13 Research and Community Services ………………………………………………………..62

4.14 Program Monitoring and Evaluation of TDP ……………………………………………. 64

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 68

5.1 Summary ……………………………………………………………………………………….. 68

5.2 Conclusions …………………………………………………………………………………... 77

5.3 Recommendations ………………………………………………………………………….... 82

References
Appendices

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List of Tables

TABLE 1 Number of the Respondents and Questionnaire Administration 40

TABLE 2 Demographic characteristics of the Respondent 41

TABLE 3 TDP Implementation 47

TABLE 4 Teachers’ Participation in Different Areas of PD activities 49

TABLE 5 Benefits to PD Activities 52

TABLE 6 Barriers to Participation in PD Activities 54

TABLE 7 Summary of GEQIP Financial Utilization 61

TABLE 8 Research and Community Services 63

TABLE 9 Program Monitoring and Evaluation of TDP 66

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List of Acronyms

BoFED Bureau of Finance and Economic Development


CPD Continuing Professional development
CTE College of Teacher Education
ELIC English Language Improvement Center
ELQIP English Language Quality Improvement Program
ESDP Education Sector Development Program
ETP Education and Training Policy
GEQIP General Education Quality Improvement Program
HDP Higher Diploma Program
IQPEP The project on Improving Quality of Primary Education Program in Ethiopia
JICA Japan International Cooperation Agency
MoE Ministry of Education
MoFED Ministry of Finance and Economic Development
OEB Oromia Education Bureau
PAD Project Appraisal Document
PD Professional Development
REB Regional Education Bureau
STD Standard Deviation
TDP Teacher Development Program
TEI Teacher Education Institution
TESO Teacher Education system Overhaul
TTC Teacher Training College

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education is a tool to deal with challenges confronting citizens. It plays significant roles in
bringing up citizens both socially and economically. Particularly, in the dynamic world,
education is expected to equip learner with the basic skills and competencies that will enable
them to continually solve their own problems and the society at large. To this effect, the
provision of quality education has direct effect on the economic and social aspects of a nation.
For example, according the study conducted by Hanushek and WÖßmann (2007) educational
quality has strong effect on individual earnings, on the distribution of income, and on the
economic growth.

Various international declarations & Conventions advocate for the right to quality
education, that is, the right of every child to a quality education that enables him or her to
fulfil his or her potential to realize opportunities for employment and develop life skills.

However, research findings indicate that quality of education is poor at all levels in low
and middle-income countries and the need for quality education is fueling further research in
the field. In this regard, the concept of quality in education is broad and complex. A number
of issues are raised when we talk of quality of education. It is very difficult; both in trying to
arrive at common consensus with regard to definition, as well as in trying to agree upon what
might best facilitate it.

The concept and/or definition of ‘quality’ have been agenda of argument in education
forums and conferences. Despite considerable semantic and philosophical debates about the
meaning of the term ‘quality of education’, there has been limited analysis on agreeable and
absolute definition of the term (Ross, 2006). Quality in education is characterized by different
inter-related and inter-dependent strands. In this regard, Chapman and Adams (2002) stated:

The precise meaning of education quality and the path to improvement of quality are
often left unexplained. Examined within context, education quality apparently may
refer to inputs (numbers of teachers, amount of teacher training, number of textbooks),
process (amount of direct instructional time, extent of active learning), outputs (test
scores, graduation rate), and outcomes (performance in subsequent employment).

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Additionally, quality education may imply simply the attaining of specified targets
and objectives. (p.2)

In the light of the above, there are research evidences on the relationship between teacher
quality and students’ achievement or student learning outcomes and quality of education in
general. For example, Rice (2003), cited in Hoy and Miskel (2005), declares that teacher
quality is the most important school related factor influencing student achievement. Similarly,
Darling-Hammond (2000) also describes teacher quality as one of the important significant
factor than class size in contributing to student achievement. Moreover, OECD (2005)
contends that teacher quality is the most important contributor to the quality of education.
Similarly, Iliŝko and Kokina (2003) stated that “There is a widespread agreement that high
quality education and training has to become a lifelong provision, where high quality teachers
and teacher education are main components in making high quality education and training a
reality” (P.39).

Cognizant of this, the Government of Ethiopia has taken different initiatives to improve
quality of the education system at all levels with particular emphasis to Teacher Development
Program. In strengthening this effort, MoE (2003a) has launched TESO (Teacher Education
System Overhaul) program. The main objective of this program was to strengthen teachers’
professional competences and improve students’ performance through Continuing
Professional Development (CPD).

The teacher education in Ethiopia is about half a century old and it has been entangled
with different challenges. MoE (2002b) stated the following major problems of the teacher
training program: the recruitment, selection of teachers and educational managers was not
based on interest and professional competence, the training of teachers lacks clear vision,
mission and standard, and absence of continuous professional development program for
teachers.

Teacher Development program was launched to solve the complex situation of teacher
training program. The major objectives of the TDP are to produce teachers: (1) with
appropriate academic knowledge, professional ethics, attitude, commitment and self
confidence;(2) capable of conducting action research, apply participatory problem solving and
learner centered teaching approach, implement continuous assessment techniques, practice

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democratic principles in class room and are competent to discharge social responsibilities;(3)
responsible to encourage students particularly females who are interested and have the
potential to join teaching profession; (4) who care for the physical, social and emotional
development of their students and support students (specifically students with special needs)
by preparing and applying educational technology and enhance students learning practices.

Education reforms geared towards teacher development programs has significant


contribution in transforming education system and quality of education. The General
Education Quality Improvement Package is a reform program that has been designed to
further scale up government effort to improve the quality of the general education (MoE,
2007). In this package, Teacher Development Program (TDP) focuses on improving the
quality of instruction and student learning by enhancing the capacity of teachers in primary
and secondary education through Pre-Service and In-service Teacher Education. Teacher
development Program is also based on the deteriorating situation of the quality of education in
Ethiopia. The far reaching objectives and intention of the program is to improve the quality of
the general education and produce capable citizens who can contribute to and engage in the
process of social, economic, and political development of the nation.

The success of education reform program depends to a large extent on the preparation of
teachers (Seguin, n.d.). Accordingly, it is through this reform program that the government
has inspired to curb the perplexing situation of quality and realize the far reaching objectives
of the Ethiopian education. As part of the national effort, the Regional Government of Oromia
has also made efforts to implement Teacher Development Program.

In the light of this, reform programs recognize the potential positive impact of follow up
and support in the implementation processes. Despite the various efforts in teacher training
program, the quality of education is not to the required level. In this regard, there are also few
studies conducted about the current status of TDP implementation in Oromia CTEs.
Therefore, current information about the status of TDP would help to identify main
developments, gaps and opportunities that would help to guide measures to be taken for future
program implementations.

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1.2 Statement of the Problem

Education and Training Policy of Ethiopia (1994) underpins the role of quality education
in the development efforts of the nation. To this effect, the Government of Ethiopia has
determined to realize education quality at all levels of the education system. For example,
quality issues have been priority areas in both ESDP III and ESDP IV, with particular
emphasis to the TDP.

Most agree that the quantitative gains in education are very encouraging. However, these
achievements have not kept pace with the need to ensure the quality of learning outcomes. For
example, annual National Learning Assessment test results show deterioration in student
performances. The educational reform in general and teacher development program in
particular, is based on the deteriorating situation of the quality of teacher training and
development program. Evidences show that the continued neglect of teacher training and
development has seriously affected the teaching and learning processes and consequently the
quality of students’ achievement and quality of education.

Based on evidence from study by MoE (2002b) there is weak pre-service preparation and
lack of continuous in-service professional development of teachers. Most important, the
national learning assessment conducted in 2007 indicated that the overall level of student
performance has not been showing improvements. Similarly, TDP1 impact assessment shows
limitations in quality of general education (World Bank, 2008). Similarly, according to recent
survey on the assessment of current situation of teaching and learning in Mathematics and
science education in primary grades 7 and 8 in Oromia, Amahara and Addis Ababa City
Administration, the teaching methods employed in schools are still teacher-centered and
teachers are entangled with the traditional teaching methods and the instructional medium
(English) is acting as a barrier to effective learning (JICA, 2011).

Many educators measure quality of education in terms of input, process and output
aspects. In this regard, research evidences show that the impacts of teacher variables are
apparent. For example, according to the results of the learning assessment test (NOE, 2004)
for grade 4 and grade 8, in order of importance; the following factors explain students’
achievement. For grade 4 students’: characteristics; school management; teacher variables and

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for grade 8 students’: characteristics; language of instruction; teacher variables; and school
structure and supplies were influential.

In the light of this situation, the ‘quality’ of teachers and teacher training program has
drawn attention of all educators. In the efforts to curb the situation, the government has taken
initiatives to reform the teaching and learning processes, teacher training and professional
development of teachers through the ambitious General Education Quality Improvement
Program (GEQIP) to improve the quality of general education (World Bank, 2008). It is
through this reform program that the government has inspired to curb the perplexing situation
of quality and realize the far reaching objectives of the Ethiopian education.

In the General Quality Improvement Program (GEQIP), Teacher Development Program is


designed as one component to improve the quality of education (World Bank, 2008). Because,
teachers are one of the determinant factors in the improvement of students’ achievement and
quality of education. Teacher development Program is also based on the deteriorating
situation of the quality of education in Ethiopia. Despite the various efforts in teacher training
program, the quality of education is not to the required level. In this regard, there are few
studies conducted about the current status of TDP implementation in Oromia CTEs.
Therefore, the purpose of this study is to assess the status of teacher development Program in
Oromia CTEs. Because, from the researcher point of view findings on the status of program
would help to draw important recommendations that would help to guide majors to be taken
for future program improvements.

In view of the above Royse et al. (2001) also suggested:

Program evaluation is needed whenever new interventions are being tried and it is not
known whether they will be as successful as former methods, or when there is a
perception that the program could be improved-that it could become more productive or
better in some way. (p.12)

Therefore, the basic research questions to guide the study are:

1. What is the status of the implementation of TDP in Oromia CTEs?


2. What is the contribution of TDP in improving the quality of the general education?
3. What are the challenges in the implementation of TDP in Oromia CTEs?

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1.3 Objectives of the Study

The main objective of this study is to assess the status of General Education Quality
Improvement Program, with particular emphasis to TDP and give possible recommendations
and feedbacks for rectifying future program implementation. Hence, the specific objectives of
the study were:

1. To examine the status of the implementation of TDP in Oromia CTEs.


2. To identify the contribution of TDP towards government efforts to improve the quality
of general education.
3. To assess the challenges in the implementation of TDP in Oromia CTEs.

1.4 Significance of the Study

Current information on the status of TDP in CTEs of Ethiopia, in general and Oromia in
particular, serves many purposes. First, the findings of the study would help to give insight
into the status of the program, opportunities, and implementation gaps that existed in the
current program implementation. Hence, the result of this study would be beneficial to
decision makers at different levels, funders, and program implementers.

Second, information from this process could be used as a complement to future impact
evaluations, because a full impact evaluation includes a process component to determine what
quantity and quality of services the program provides (Rossi, Lipsey, & Freeman, 2004).

Generally, the study is very significant due to the following reasons:

1. The findings of the study provide would help to provide feedback for educators,
funders, and policy makers.
2. The study would help to identify opportunities, possible gaps and challenges for future
program implementation and policy analysis.
3. The findings of the study could be used as an input for further research in the areas.
4. The findings of the study would help to develop key inputs for revisiting the existing
implementation guidelines/manuals.

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1.5 Scope and Delimitations of the Study

TDP has holistic approach in its scope. However, due to time and resource constraints the
researcher was limited to cover some of the pre-service and in-service sub-components of
TDP. Hence, the study covers the selection and management of new entrants, teachers’
engagement in continuous professional development activities, Higher Diploma Program
(HDP), and English Language Quality Improvement Program (ELQIP). In addition, research
and community services, program coordination of GEQIP and program monitoring and
evaluation were also the main focus areas to get better insight into the situation. Moreover, the
time horizon of the study covers last three years implementation (2001-2003E.C) at CTEs in
Oromia. To this end, the study focused on describing the status of TDP implementation, its
contribution to quality improvement initiatives, and identifying implementation challenges
and prospects for rectifying future program implementation.

1.6 Definitions of Key Terms and Phrases

General Education Quality Improvement Program (GEQIP): A program developed by


Ministry of Education to improve the quality of general education.

Teacher Development: The Ministry of Education defines teacher development as the


recruitment of appropriate candidates and the provision of adequate knowledge, abilities,
skills and professional qualities both at pre-service and in-service levels so that they will be
able to provide quality education for rearing competent citizens (Basic Education Program,
p.10).

Pre-service teacher education: The pre-service teacher training program refers to the
completed training of teachers prior to entering any formal teaching service (School Mapping
and Strengthening Micro-Planning Project (SMAPP), 2007).

In-service teacher education: teachers already in the education system continued to develop
their teaching skills and competence using different strategies that were provided by the
national and regional policies and programs (SMAPP, 2007).

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1.7 Research Limitations

The following limitations were demonstrated in the research process. The study came up
with some important findings. However, there is no guarantee that the findings and
conclusions of this study are transferable to other Regions conducting similar programs. In
addition, data collection was conducted when the training institutes were too busy managing
practicum programs which limited the researcher initiative taking with regard to the response
rate. Moreover, the study was also conducted from the perspectives of teacher educators, that
is, interviews were not conducted with trainees at the College level that would have added
more insights into the TDP implementation.

1.8 Organization of the Report


This paper contains five chapters. Chapter one provides a general introduction, stating
what the study is all about, the statement of the problem, the research objective, significance
of the study, research objectives, and the design adopted and research limitations. Chapter two
presents a literature review of different education reform practices, and Teacher Development
Programs. The third chapter outlines research methodology and explains rationale for
selecting the method. In the fourth chapter data is presented, analyzed and interpreted. Finally,
chapter five presents the summary of the major findings and conclusions drawn from the data
analysis and makes some recommendations.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE


This chapter discusses and presents review of related literature. It focuses on an overview
of process evaluation, and quality improvement programs and implementation.

2.1 Education Quality

According to Ross and Mahlck (2006) the concept and/or absolute definition of ‘quality’
have been agenda of argument in education forums and conferences when it is applied to the
field of education. In this context, despite the considerable semantic and philosophical debate
about the meaning of the term ‘quality of education’, there has been limited analysis on
agreeable and absolute definition of the term (Ross & Mahlck, 2006). In this regard, Chapman
and Adams (2002) stated that:

The precise meaning of education quality and the path to improvement of quality are
often left unexplained. Examined within context, education quality apparently may refer
to inputs (numbers of teachers, amount of teacher training, number of textbooks), process
(amount of direct instructional time, extent of active learning), outputs (test scores,
graduation rate), and outcomes (performance in subsequent employment). Additionally,
quality education may imply simply the attaining of specified targets and objectives. (p.2)

Similarly, Pigozzi (2006), stated “… one difficulty is that while most people understand
intuitively what they personally mean when they refer to the quality of education, there may
not be a common understanding of the term” (p.41). He also describes that quality of
education is a dynamic concept and the understanding of what constitute the quality of
education is evolving.

Moreover, the concept of quality in education is also related to the society’s cultural,
economic, and political realities and beliefs. These varied strands of quality aspects and views
force scholars and researchers in the field to see into different perspectives and dimensions
inherent in the definition of quality. For example, Adams (1993, p.12-13), cited in Leu &
Rom (n.d.), identifies the following characteristics as multiple co-existing definitions of
quality:

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1. Quality has multiple meanings.
2. Quality may reflect individual values and interpretations.
3. Quality is multidimensional; it may subsume equity and efficiency concerns.
4. Quality is dynamic; it changes over time and by context.
5. Quality may be assessed by either quantitative or qualitative measures.
6. Goals of quality may conflict with efficiency, equity, or other goals.
7. Quality is grounded in values, cultures, and traditions: it may be specific to a given
nation, province, community, school, parent, or individual student.
8. Different stakeholder groups often have different definitions of quality; thus “winners”
and “losers” may be associated with any particular definition.

It is common practice to use various proxy indicators to measure quality of education.


According to recent study conducted by Amare et al. (2006, p.1) teachers and principals’
conception of education quality revolve around issues of educational inputs, process and
output. MoE (2002a) also contends that the inputs, process and output aspects of education
are used to measure quality of education. Nevertheless, according to Pigozzi (2006),
traditional approaches to rely on proxy indicators (increase in financing and other inputs) to
measure quality of education is irrelevant or unhelpful.

Despite conceptual perspectives surrounding the quality of education, it is apparent that


well-trained teachers can make difference in quality education attainment processes. There are
many research evidences on the impact of teacher quality on the quality of education and
education outcomes in general. Rice (2003), cited in Hoy and Miskel (2005), and declares
that teacher quality is the most important school related factor influencing student
achievement. Darling-Hammond (2000) also contends that teacher quality is one of the
important significant factors than class size in contributing to student achievement.

Teachers have significant place in education reform programs (OECD, 2005; OECD,
1998, cited in OECD, 2010). In this regard, Chapman and Adams (2002) also state:

Central to the process of teaching and learning and to education reform is the role of the
teacher when engaging students in development of their intellectual and emotional
strengths and in examination of learning within the context of their everyday
experiences and the society around them. Teaching roles change over time in response

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to new patterns of education governance and management, new kinds of students, new
theories of teaching and learning, and new technologies. (p.23)

In the same vein, Leu & Rom (n.d.) state “In search for the factors that promote quality,
countries’ programs as well as the literature increasingly emphasize teachers, schools, and
communities as the engines of quality, with teacher quality identified a primary focus”. In
addition, CfBT Education Trust (2008) states “Clearly quality education requires competent,
motivated, well trained, adequately rewarded and well supported teachers. This in turn
requires reform in the policies, systems and strategies relating to teacher management and
support in many countries” (p.6).

In view of the above, quality education improvement policies and strategies consider
understanding of socio-economic, cultural, and political domains of a nation. UNESCO
promotes a quality of education as a human right based on internationally agreed instruments.
‘Education For All’ initiatives strongly advocates the provision of quality education alongside
the access issues.

The ‘quality’ of teachers and teacher training program has been a concern for the all
policy makers. Research evidences show that teachers are important factors for quality
education. Similar studies in Ethiopia show that the impacts of teacher variables are apparent.
According to MoE (2002a), quality education presuppose minimum criteria and requirements
of the existence of professionally competent and ethically minded teachers in the system, the
existence of an efficient management of education, and the supply of necessary educational
materials and equipment. In this context, educational input, process, and output come into
play in determining quality.

The Education and Training Policy of Ethiopia (MoE, 1994) underpin the role of quality
education in the development efforts of the nation. Quality education issues have been priority
areas in both ESDP III and ESDP IV, and overall development strategy of the country.
Therefore, cognizant of the unprecedented roles quality education play in the overall
economic development of the country, investment in teacher development programs is very
crucial.

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2.2 Experiences in Education Reform Programs

Many countries have developed teacher development policies as important part of


education reform programs. For example, UNESCO (2000) states “No education reform is
likely to succeed without the active participation and ownership of teachers” (p.28). This is to
mean that teachers have very significant roles for the successful realization of educational
reform programs. Regardless of all the various views, and conceptions about quality, the issue
of quality education has become very critical in all the aspects of the political, economic, and
social continuum of every nation. For example, education quality improvement efforts are
part of reform programs in many countries. In this regard Pigozzi (2006) believes that quality
of education is a high profile issue due to many factors. For example, he states:

… Viewpoints about the importance of the quality of education cannot be divorced from
the heightened salience of education policy and education reform within the whole range
of public policy, mainly because of widely acknowledged linkages between education and
national economic performance. (p.39)

Evidences show that many developing countries including Ethiopia are making efforts in
the design and implementation of education reform programs. Education reform has been a
global agenda as part of the current social and economic realities. In this respect, Solomon
(2008) contends the similarity of the Ethiopian education reform tradition with many African
countries. Similarly, Beijaard et al. (2005:12) state “educational reforms are an important
feature of the current international contexts for teacher learning” (p.12). They acknowledge
similarities visible across countries, despite the different patterns of development in reform
processes.

There are various different drives for education reform Programs. According to Seyoum
(1996), internal factors within the education system (e.g. deterioration of quality of education)
could shape educational reform. Deterioration of quality of education in Ethiopia is one of the
factors that have initiated the current reform in education. In this regard, it is worth noting
that, the current General Education Quality Improvement Program (GEQIP) owes its
inception to the new Education and Training Policy that foresees change in the education
system to improve the quality of the general education.

12
Ginsberg, Wallace, and Miller (1988:317-37), cited in Seyoum (1996), indicate that the
major purpose of educational reform is to bring about change in various aspects of the
educational system (curriculum and instruction, educational structure, educational
measurement, teacher education, educational technology, educational management, finance,
etc).

In this regard, there are various international experiences to mention. For instance,
Education Reform in Uganda (1997-2004) focused on improving the Quality of Basic
Education through primary curriculum reform, Language of Instruction policy, the provision
of basic learning materials, primary teacher development, and establishing and maintaining
education standards.

Similarly, the 1970th basic education reform in Peru included all aspects of the underlying
principles of education to its implementation aspects; the infrastructure, the curricula, the
methodology and the training of teachers (Churchill, 1976). In Nepal, reform initiatives had
been undertaken with the central goal of quality improvement under the Basic Primary
Education Program (Bista & Carney, 2004).

These evidences show that education reform programs have comprehensive objectives.
For example, reforms imply change not only in objectives and content but also in educational
approaches or the change in the mental attitudes of teachers and parents (Seguin, n.d). Reform
also implies change in relationships between educators and those they educate (Churchill,
1976). The following statement by World Bank (2005) summarizes reform efforts in
developed and developing countries for the overreaching objectives of instructional change
and student learning outcomes. It states:

Reform efforts in both developed and developing countries assume that the most direct
and effective way of raising instructional quality is to introduce changes in teacher
education and recruitment, to improve the knowledge and pedagogical skills of in-
service teachers and to ensure that the organizational conditions under which teachers
work promote effective instruction and focus on student learning outcomes. (p. 103)

Similarly, Seguin (n.d., 96) states that the success of education reform program depends to
a large extent on the preparation of the teachers who will have to apply it in schools. It also

13
states, with particular emphasis, the following three aspects that receive special attention from
the trainers who prepare teachers. They are:

1. An understanding of the goals of the reform and the training objectives and an
awareness of the responsibility devolving on the teachers who will have to apply the new
program;

2. A mastery of new or more suitable educational approaches which will improve the
efficacity of learning and the performance of the pupils;

3. The important role to be played by evaluation in the learning-teaching process, and the
benefits accruing the reform for teacher and pupils in achieving the training objectives.
(p.96)

In the light of the above, educational reform programs have the objective of making
profound social and attitudinal changes that are obviously long-term in nature. There are
evidences on the challenges to the implementation of education reform programs. The
complexity of educational change is cited by many scholars. For example, according to
Chapman and Adams (2002:58) some of the challenges are vested in the complexity in quality
education itself.

More broadly, Hoban (2002) also identified change frames (school leadership, teachers’
lives and their work, school culture, structure, politics, context, teacher learning) that act
collectively to influence educational change process.

Similarly, a Report on Education Reform in Uganda (1997-2004), by Ward, Penny and


Read (2006) comments on the need to have coherence and consistency between policy and
administrative reform, and changes in teaching and learning with regard to teacher training
and improving the quality of teaching and learning. They also recommend well-defined broad
strategy with clear goals and targets, political commitment, decentralization, availability of
resources, key changes in the mindset to reinforce changes in education reform. In view of
this, they state:

… Uganda appears to be saying that there has to be coherence and consistency within
the system as a whole, between policy and administrative reform, and changes in

14
teaching and learning. If one outstrips the other and the present dissonance persists, not
only will the reforms be frustrated, it will make traditionally conducted training and
research. (P. xviii)

Maroun et al. (n.d.) also recommend prioritizing implementation processes and managing
the speed of reform, ensuring ownership and consensus among the stakeholders and
accountability for actions, and systematically measuring results to increase the likelihood of
success in education reform programs. In this connection, Benavides (2011) stresses on the
following key elements important for ensuring reform would happen: ensuring understanding
among stakeholders; greater commitment to work together on lifting performance; stronger
capacity for undertaking education policy reform; and long-term vision.

Schepens (2005) believes that reforms and innovations attract motivated persons.
Firestone and Pennell (1993), cited in Ashdown and Rossi (2005), define commitment as “a
voluntary state in which intrinsic motivation towards the goals and values of an institution
inspire efforts beyond minimal expectations is expended” (p.216). In light of this, they
indicated that commitment can be an important motivation to aid teachers through the
demands of implementing new approaches to instruction. They, further state:

Teacher commitment in the context of school improvement efforts was most effectively
addressed through work conditions, such as increased opportunities for participation in
decision making, collaboration with colleagues to create more learning opportunities, and
increased feedback to teachers about their work. (P.216)

On the other hand, Solomon (2008) also underscores the various challenges to education
reform from different perspectives. He states “the rapidity of educational reform in Africa,
mismatch of reforms with African context, lack of autonomy of the institutes, and external
influences are factors affecting teacher education systems in Africa” (p.13). In this regard, he
contends that Ethiopia’s reform tradition is not free from political and external influences.

Support mechanisms for teachers are also central to the implementation of the reform
programs. In this regard, Ashdown and Rossi (2005:213) state “Teacher knowledge and skill
is only one element required for successful instructional reform” (p.213). Assessment report
on Thailand Education Reform Project, by Office of Commercial Services (OCS) states:

15
Teachers need to become truly professional practitioners who have the capacity to
identify the most appropriate strategy and design learning experiences for specific
learning situations, students and content. Consequently, they should be assisted and
encouraged to expand their skills and their understanding of different types of
knowledge and the underlying philosophies of the new approaches to teaching and
learning. (OCS, 2002, p.11)

2.3 Teachers Development Program (TDP) and Its Components

Teacher development programs are used to describe the wider aspects of teacher’s growth
and continuous improvements and progressive changes throughout their life. In this regard,
Ainscow (1994) holds “the term teacher development has been adopted rather than the more
familiar term ‘in-service training’ deliberately” (p.33). Aubusson and Schuck (2006) use the
connotation ‘teacher learning and development’ to emphasis on progressive change through
learning. In regards to the dichotomy between development and learning, they state:

Many distinguish development and learning differently. For example, teacher development is
often associated with courses and in-service programs with an emphasis on things provided for, or
done to, teachers, whereas teacher learning is often associated with things teachers do for
themselves, with an emphasis on reflection and networking (p.45)

In the same vein, Glatthorn (1995), cited in Reimers (2003) holds “Teacher development
is the professional growth a teacher achieves as a result of gaining increased experience and
examining his or her teaching systematically” (p. 41). The Ministry of Education also defines
teacher development as the “recruitment of appropriate candidates and the provision of
adequate knowledge, abilities, skills and professional qualities both at pre-service and in-
service levels so that they will be able to provide quality education for rearing of competent
citizens” (Basic Education Program, p.10).

Therefore, the broad conceptualization of teacher development program involves the


progressive changes or professional growth teachers’ achieves through continuous
improvement and exploration. Moreover, these definitions also bring to our attention that
teachers are part and parcel of the development processes. However, according to the
researcher point of view, MoE (2007) definition of teacher development is narrowly framed.
It does not give much insight into teachers’ self development.

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In the light of the above, there are different perspectives to see into teachers’ development
needs. There are situations where teacher development is seen more broadly from personal,
social and professional aspects (Bell & Gilbert, 1996). According to Bell and Gilbert (1996)
teachers seek professional growth, in responses to concerns like continuity, progression,
differentiation, the inclusive curriculum, assessment, teaching and learning activity,
curriculum science. In connection with this, Shulman (1987), cited in Bell and Gilbert (1996),
describes seven knowledge bases from which teachers draw their teaching: (1) content
knowledge; (2) General Pedagogical knowledge; (3) Curriculum knowledge; (4) Pedagogical
content knowledge, (5) Knowledge of the characteristics of the learners; (6) Knowledge of
educational context and (7) Knowledge of educational goals and values.

Most important, Bulajeva (2003:40) indicates the changing conditions and complexity of
social, cultural and economic contexts of the education and training of the 21st to recommend
important components in teacher education. He contends that the initial teacher education,
induction into the professional, culture of school or/and training-on-the job, in-service teacher
education and/or continuous professional development, self-education of teachers and further
education of teachers, school development and improvement and research as closely
interrelated components in teacher education.

Within this complex and comprehensive aspects of teacher development, challenges are
inevitable to address these wide ranges of needs and expectations from the perspectives of
teachers themselves, students, community and educational goals and objectives. According to
recent report by OECD (2011), in many countries, teacher education is not just providing
sound basic training in subject-matter knowledge, pedagogy related to subjects, and general
pedagogical knowledge.

Similarly, according to the assessment report on Thailand Education Reform Program


(OCS, 2002), the major constraints to the design and delivery of teacher development
programs identified include lack of necessary knowledge and skills about new learning
strategies. In this regard, this report recommends types of new knowledge, new learning
strategies, assessment and evaluation, integrated teaching, ICT competency, mentoring, and
action research as the most focus areas for teacher development needs of teachers.

17
In addition, Fullan (1987) cited in Reimers (2003:18), holds that there are four crucial
factors for successful teacher development: (1) redefinition of staff development as a process
of learning; (2) the role of leadership at the school level; (3) the organizational culture at the
school level; (4) the role of external agencies, especially at the local and regional level. Bell
and Gilbert (1996) also contend that challenges in teacher development stem from the
teachers, parents and community at large in the efforts to increase overall educational
achievement.

2.3.1 Pre-service Teacher Education

Empirical evidences show that there is little evidence on the impact of much pre-service
teacher training. There are also evidences to poor level of integrating both pre-service and in-
service teacher training with other critical issues related to quality in the classroom.
Therefore, there is reconceptualization of the pre-service teacher training. Fullan (1991);
Joyce and Showers (1998), cited in Ainscow (1994), argue that the impact of in-service
programs in terms of improvements in teaching and better learning outcomes is not
convincing. In this regard, Reimers (2003) state “Although many societies consider this
preparation [pre-service] to be the only professional preparation teachers will receive
throughout their careers, the current tendency is to acknowledge that this is merely the first
step in a longer process of professional development” (p.44).

SMAPP (2007) defines pre-service teacher education as “the completed training of


teachers prior to entering any formal teaching service” (p.47). In this regard, for the purpose
of this study the following components of the pre-service teacher education quality
improvement program would be given attention in the review of various literatures. These
include management of the intake and selection processes, Higher Diploma Program (HDP),
and practicum program.

2.3.1.1 Higher Diploma Program (HDP)

Enhancing the pedagogical skills of teacher educators is one of the sub-components in the
pre-service teacher education to enhance quality of education (World Bank, 2008). To
improve the performance of teacher educator’s in CTEs, the Higher Diploma Program (HDP)
was introduced as a sub program of the continuous professional program. It was anticipated
that teachers would be licensed upon the successful completion of the HDP program.

18
Teachers, with some experience or new recruits, need to pass through staff development
program. In the process, those who have completed the professional development courses and
proved to show improvements are supposed to renew their license.

In this respect, The Higher Diploma program (HDP) is assumed to be an essential part of
the professionalization of teacher educators to enhance the quality of teacher education in the
CTEs by developing the pedagogical skills of teacher educators. The HDP modules focus on
active learning, continuous assessment, a school placement, and an action research (MoE,
2004).

Higher Diploma Program is implemented in all CTEs. It was originally assumed to be a


two-year project. In the implementation of this program, the main intervention areas include:
revision of the HDP curriculum and development of teaching materials; development of a
network of “moderating institutions”; and delivery of the HDP in each of the relevant CTEs
(World Bank, 2008).

There is limited research with regard to Higher Diploma Program. However, research
evidences acknowledge significant contributions of professional development programs for
quality teaching and learning (Watson, 2005: OCS, 2002). Many countries’ experiences show
the efforts made to provide access to teachers’ professional development in education reform
programs. For example, the assessment on the Thailand Education Reform program
recommends the need to upgrade the knowledge and skills of all teacher educators, attention
to increased international quality research and publications and prepare staff with a deep
understanding of the new concepts and principles as key issues related to supporting teacher
development include (OCS, 2002).

2.3.1.2 Management of Intake and Selection Processes

Improving teacher quality entails policies concerning recruitment, early preparation,


retention and professional development. Selection of appropriate candidates has its own
contribution for the quality of education. In this regard, Solomon et. al. (2008), cited in
Solomon (2008) state “the quality of teacher education is a function of the organization of the
program; recruitment of suitable candidates, the kind of curriculum and training, induction of

19
the graduates to the profession, and opportunity for continuous professional development”
(p.16).

OCS (2002) states, “The more complex and diversified role of teachers associated with
the education reform presuppose programs (p.38). Similarly, Barber and Mourshed (2007) as
cited in CfBT Education Trust (2008), state:

The top performing school systems consistently attract more able people into the teaching
profession, leading to better student outcomes. They do this by making entry to teacher
training highly selective, developing effective processes for selecting the right applicants
to become teachers, and paying good (but not great) starting compensation. (p.44)

Teacher development program of Ethiopia aspires to recruit teachers with interest, prepare
teachers adequately with academic knowledge and skills and enhancing teacher’s professional
competence through in service programs. Accordingly, the main strategies sought include
preparation of directives for the selection of student teachers and regularly evaluate the
effectiveness of the directives and take corrective measures. The objective of the management
of intake and selection involves inviting applicants eligible to an occupation and making
decision to select potential candidates. It is also anticipated that this process would enhance in
the intake of students who are interested in teaching as a career.

However, evidences show that there are difficulties in attracting the most suitable
candidates and high-caliber entrants teaching profession (Watson, 2005; Solomon, 2008).
There are also various challenges that force teacher education institutes to rethink and re-
examine their entry requirements into teacher preparation programs.

According to assessment result on Quality and Effectiveness of Teacher Education in


Ethiopia (MoE, 2002b), majority of student teachers lack commitment to the teaching
program. Solomon (2008:3) also states “Towards producing skilled and motivated teachers
some of the reforms adopted in Africa were not successful in terms of getting quality teacher
candidates” (p.3). Finally, he recommends the need to rethink on the standards and criteria
used in admitting appropriate candidates and the need to employ quantitative and qualitative
criteria in the recruitment processes.

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2.3.1.3 Practicum Program

Practicum is the most important and relevant part of the pre-service teacher education
program. Teaching, in addition to satisfactory academic level and good motivation,
presupposes good pedagogical skills. A student teacher must undergo a professional training
to acquire the necessary skills. In this regard, Tom Russell (2006) states:

It is the practicum experience that is universally reported to be perceived as the most


valuable element of pre-service teacher education programs. Thus schools and
universities must cooperate at some level if the universities are to provide practicum
placements for those learning to teach. (p.83)

There are many criticisms with regard to the pre-service teacher education as to how the
courses actually prepare teachers for classroom teaching. According to Teacher Education
System Overhaul (MoE, 2003a), teachers in Ethiopia are weakest at practical teaching using
student-centered learning methods. This document indicates the need to focus on the
practicum, teaching methods and professional studies to enable teachers to be taught in a way
which is in line with current ideas on learning and fulfill graduate teacher profile.
Research evidences indicate that appropriate mix of the theoretical and practical
knowledge help to minimize the challenges in the actual teaching and learning situation. In
this context, Field and Latta (2001), cited in Watson (2005), hold that practicum should help
pre-service teachers to develop the “practical wisdom associated with professional practice.”
In addition to this, Watson (2005) stated:
Government reforms that place a higher value on one element of teacher education at
the expense of another element may be missing the point. The literature on teacher
quality suggests that it is the relationship between subject content knowledge, learning
theory and professional experience that is important for teacher effectiveness, rather
than any of these elements on its own. (p.86)

In the implementation of Practicum programs the roles of the supervising teachers and
mentorship of experienced teachers are very significant. Pre-service teachers typically require
high levels of mentoring or support during their practicum to reflect on the links between
theory and practice. Watson (2005) states the challenges with supervising teachers and

21
mentors due to constraints of time and limitations appropriate skills. In this regard, he
contends that these challenges could be addressed through stronger partnerships between
teacher education faculties and schools.
The research highlights many barriers to authentic collaboration between schools and
training institutes. The project on Improving Quality of Primary Education Program in
Ethiopia (IQPEP), 2011 sees practicum program as one form of linkage between primary
schools and teacher training colleges for achieving the common goal of quality education. It
also describes the low level of linkage between teacher education colleges and primary
schools and states, “the linkage between teacher education colleges and primary schools is not
well designed and structured” (p.13). Furthermore, this document recommends the need to
plan and organize practicum program in line with linkage schools’ curriculum.
In view of the above, Fekede (2009) in the study of undergraduate students’ practicum
experience at Jimma University stresses on the need to give attention to available fund, close
supervision, strong partnership with school and adequate support and assessment mechanisms
as important dimensions in the students’ practicum experiences.

2.3.2 In-service Teacher Education Program

In-service training of teachers has a central place in teacher training programs. It is a


comprehensive program designed to upgraded teachers’ knowledge and professional
competencies’ to enhance the provision of quality education and students learning outcomes.
According to SMAPP (2007) in-service teacher education includes “Teachers already in the
education system continued to develop their teaching skills and competence using different
strategies that were provided by the national and regional policies and programs” (p.35).
Many research findings shed light on the various limitations to pre-service teacher
education with regard to student learning outcomes and teacher professional competencies.
For example, Chapman and Adams (2002) indicate “Criticisms of the pre-service programs in
teacher training (…) have led to increased attention to the potential of in-service training as a
supplement or alternative” (p.20). In this regard, they contend that efforts to improve teaching
and learning are likely to focus on upgrading skills of teachers by upgrading pre-service or in-
service teacher training.
Hanushek (1994), as cited in Chapman & Adams (2002), states “education systems
routinely and worldwide pay for two teacher characteristics not positively associated with
22
student achievement: qualification and experience” (p.19). In connection with this, after
review of research evidences, Hanushek substantiated his argument with the findings that
neither the type of certification, pre-service education, or salary nor teachers’ experience
found to be an important predictor of student achievement.
Based on research evidences, Michael Fullan (1991), as cited in Ainscow (1994:34), bases
his criticisms of the pre-service on the following factors: (1) one-shot workshops are
widespread but are ineffective; (2) topics are frequently selected by people other than those
for whom the in-service is provided; (3) follow-up support for ideas and practices introduced
during in-service programs occurs in only a very small minority of cases; (4) follow-up
evaluation occurs infrequently; (5) pre-service programs rarely address the individual needs
and concerns of participants; (6) lack of any conceptual basis in the planning and
implementation of in-service programs that would ensure their effectiveness (Fullan, 1999,
p.316).

2.3.2.1 The Continuing Professional Development of Teachers (CPD)

Teachers’ professional development is one aspect of educational reform programs


(Reimers, 2003). European Union (2010) sees professional development as “…. the body of
systematic activities to prepare teachers for their job, including initial training, induction
courses, in-service training, and continuous professional development within school settings”
(p.19). Similarly, Villegas-Reimers (2003) holds “professional development, in a broad sense,
refers to the development of a person in his or her professional role” (p.11)

Other scholars in the field also hold similar positions in the conception of the term
professional development. It is part of one’s day-to-day practices and exploration. Most
important, Bista and Carney (2004) state “Professional Development is an ongoing activity
woven into the fabric of every educator’s professional life” (p.49). Professional development
experiences include formal and informal experiences; formal experiences like attending
workshops and professional meetings, mentoring, etc and informal experiences include
reading professional publications, watching television documentaries related to an academic
discipline, etc (Ganser, 2000, cited in Reimers, 2003).

Continuing Professional Development (CPD) is widely acknowledged to be important in


the pursuit of improvements in teaching and learning. However, according to some

23
researchers in the field, it is difficult to link individual professional development activities
directly to gains in student achievement (Hiebert, 1999; Killon, 1998; Loucks-Horsley, 1999;
Fishman, Ronald, Marx, Best, & Tal, 2003; Sykes, 1999; Wilson & Berne, 1999; Yager,
2005, cited in Johnson, Lustick and Kim (2011).

Similarly, Elmore (2002) and Fishman et al. (2003), cited in Watson (2005), state
“Professional development is the key to lasting reform in school education, yet there is little
systematic evaluation of the effectiveness of professional development activities” (p.84). In
this regard, literature indicates limitations in current evaluation process in CPD to capture
evidence about the relationship between CPD and learning outcomes (Harris, Day, Goodall,
Lindsay & Muijs, n.d.). Accordingly, Guskey (2000) cited in Harris et al. (n.d.), posited three
weaknesses of the evaluation processes in CPD. He indicates that current evaluations in CPD
are limited to more focus on activities undertaken as part of the professional development
program, assessment on participant satisfaction survey, and occasional or one-off events.

Generally, there are also many research evidences on the benefits of the continuous
professional development as one of the mainstays in the improvement of teachers’
professional skills. Teacher Education System Overhaul (MoE, 2003a) acknowledges that
education quality improvement program involves high quality and continuous professional
development programs. MoE (2009) states:

The aim of Continuous Professional Development is to improve the performance of


teachers in the classroom in order to raise student achievement and learning. It is a
career-long process of improving knowledge, skills and attitudes, centered on the local
context and particularly classroom practice. (p.16)

MoE (2009:23) identifies different CPD methods. Maintaining portfolio is one of CPD
methods that encourage responsibility for professional development. According to Smith and
Tillema (1998), cited in Ashdown and Rossi (2005), portfolios provide evidence for
professional competence. Wood and McQuarrie, 1999, cited in Reimers (2003), state “the
most successful teacher development opportunities are ‘on-the-job learning’ activities such as
study groups, action research and portfolios” (p.14).

24
Desalegn (n.d) states that the objectives of the continuous teacher professional
development are to help teachers to teach effectively using appropriate new student-centered
and problem-solving approaches, improve teachers subject-matter knowledge, help teachers
develop more positive attitudes, enhance more cooperative approaches to their work, and
introduce the idea of reflective practice and action research.

Moreover, Villegas Reimers (2006:P.1) state “Aside from the individual satisfaction, or
financial gain that teachers may obtains a result of participating in professional development
opportunities, the process of professional development has a significant positive effect on
teachers’ believes and practices, students’ learning, and on the implementation of educational
reforms.” In addition, Stern, Gerritz and Little (1989), cited in Ashdown and Rossi (2005), see
teachers’ professional development as an investment from the vantage of the school system
and the individual teacher.

High quality professional development programs impact teachers’ knowledge,


commitment, motivation, and teacher efficacy (Ashdown & Rossi, 2005). Research evidences
show that it is better when professional development programs be seen from teachers’
perspectives to enhance their professional knowledge and school objectives, not only as a
means to improve instructional practices. Little (1993), cited in Ashdown and Rossi (2005),
states “professional development in the service of program implementation potentially masks
issues concerning whether or not the professional development meets the teachers’ own
perceived learning needs” (p.213).

According to Desimone et. al. (2002), cited in Ashdown and Rossi (2005, p.227),
Participation in professional development programs enabled teachers to become more skilled
and to strengthen important psychological and motivational aspects in teaching. In addition,
he concluded that change in teaching practices would occur only if teachers had the
opportunities to participate in high-quality professional development. Commitment to
teaching and efficacy, that is, the beliefs teachers hold about their capacity to impact student
achievement, is also seen as the broader impact of professional development (Ashdown &
Rossi, 2005).

There are various salient features of effective professional development activities. For
example, Watson (2005, p.85) based on research findings identify the following features of

25
effective professional development from the context of improving student learning outcomes:
(1) be aligned with the clearly defined mission and purpose of the organization, (2) be based
on content-specific analyses of student learning, (3) be focused on specific issues of
curriculum and pedagogy, (4) identify learning outcomes, (5) develop, reinforce and sustain
group work; (6) depend on the active participation of school leaders and staff; (7) have a
sustained focus over time; (8) offer models of effective practice; (9) and use assessment and
evaluation. Moreover, scholars agree on the need to have standards for professional
development programs that are rooted in practice, research-based, collaborative, long-term,
aimed at instructional improvement, and aligned with standards and assessment (Hoy &
Miskel, 2005).

Moreover, Desalegn (n.d.), citing the works of Leu (2004); Giable and Burns (2005); Gray
(2005); Hooker (n. d.) and Weiss (2010), describes the following measure principles of
continuous teachers professional development. He indicates that the content of professional
development focuses on: (1) what students are to learn and how to address the different
problems of students; (2)be based on analyses of the differences between actual student
performance and goals and standards for student learning; (3) should involve teachers in
identifying what they need to learn, developing the learning experiences in which they will be
involved; (4) should be primarily school-based and built into the day-to-day work of teaching;
(5) be organized around collaborative problem solving (6) should be continuous and ongoing,
involving follow-up and support for further learning; (7) should incorporate evaluation by
multiple sources of information.

In the same vein, according to Institute for Learning (IfL), 2009 the drives for important
and balanced CPD activities include these overlapping aspects: subject specialism, Teaching
and Learning, and Policy and Local Context.

Research evidences also show that there are different factors that prevent teachers from
undertaking as much professional development as they would like. For example, conflict with
their work schedule; lack of suitable opportunity for professional development; and no
suitable professional development programs. Similarly, under-investment in professional
development for teaching and failure to support professional learning on a sustained basis is
also a problem (Watson, 2005). As a result of this, Watson (2005) holds that inadequate

26
professional development increases teachers’ sense of isolation, impedes teachers’
professional learning needs, reduces opportunities for teachers to collaborate and learn from
each other, and limits opportunities to assess and make use of the extensive range of
curricular materials available.

In addition, Elmore, and Massell (1993), cited in Hoy and Miskel (2005), state “many
policy makers and citizens see professional development as an expensive fringe benefit for
teachers and administration rather than as a powerful way to improve schools” (p.293).
Similarly, Stern, Gerritz and Little (1989), cited in Ashdown and Rossi (2005), state
“Teachers as the human and social capital critical to school improvement. Within this
perspective, teachers’ professional development is an investment from the vantage of the
school system and the individual teacher” (P.214). In line with this, Asdown & Rossi (2005),
state:

…findings suggest that a concept of professional development that rests simply on


imparting knowledge in order to implement a curriculum leads to minimal teacher
development. Rather, professional development should be viewed more
comprehensively as investment in a key resource of school system, the teacher. (p.228)

There are also challenges to link Professional development activities with reform
initiatives. For example, the report on Education Reform project in Thailand by OCS (2002)
states “the majority of the existing Professional Development Programs do not address the
learning reform initiatives and there is currently no mechanism for monitoring them for their
appropriateness or advising teachers on the ones that meet the requirements of teacher
registration” (p.27).

In the same vein, Bulajeva (2003, p.43) in his study of Teacher Professional Development
in the Context of School Reform identifies the following as unsolved problems in
implementing professional development activities; poor conceptualization of professional
development as a professional responsibility and limitations in considering professional
development as an integral part of teacher’s work load and teacher education. Finally, he
recommends the need to provide adequate financial support to promote educational and
personal change and support teachers and schools to create a professional development model
that addresses the various needs.

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2.3.2.2 English Language Quality Improvement Program (ELQIP)

The Education and Training policy acknowledges the challenges to low mastery of
English language at all levels of the education system. Therefore, it is one of the areas that has
been given due consideration at all levels of the education tiers. According to The Education
and Training policy of Ethiopia (MoE, 1994) the low mastery of English language at all levels
of the education system is one of the areas that has been given due consideration.

The English Language Improvement program (ELIP) was established in 2002 to help raise
the standard of English in Ethiopia through the provision of language improvement courses
for the country’s primary and secondary school teachers (MoE/USAID, 2006). A major part
of ELIP’s work is with the country’s TEIs helping with the improvement of English language
of their staff and students. TEIs through the establishment of English Language Improvement
Centers (ELIC), are assumed to help institutionalize the ELIP and facilitate the ambition
“ELICs in TEIs: a roadmap to change” (MoE/USAID, 2006).

Moreover, according to World Bank (2008), English Language Quality Improvement


Program (ELQIP) provides opportunities for English teachers to improve their English
through face-to-face training and for this and other teachers to be supported by school-based
English mentors.

According to World Bank (2008), ELQIP (the successor to ELIP) focuses on the
establishment of new ELICs in TEIs, upgrading of the equipment and facilities in the existing
ELICs and technical support to ELIC coordinators (in TEIs) to form regional networks and
improve the quality of course materials and instruction.

There are arguments that ELIP is not making any difference in the teachers’ English
proficiency. The 2006 Joint Review Mission (MoE, 2006) describes “the TDP mid-term
review states that teachers interviewed in an impact study for the English learning
Improvement Program (ELIP) showed enthusiasm for student-centered approaches but
explained that they lacked practical advice on how to use them.” The document also discloses
that ELIP claimed for 41% of all program resource, and despite wide access to some form of
English training to all teachers in the system, the impact of ELIP has not been
comprehensively documented. To this effect, ELQIP is revised to focus on longer period of

28
in-service training for English subject teachers in primary and secondary schools (World
Bank, 2008).

There are some assessments conducted on the status of English language in schools. For
example, the TDP1 Mid-Term review states that teachers interviewed in an impact study for
the ELIP showed enthusiasm for student-centered approaches but they lacked practical advice
on how to use them (MoE, 2006e). A recent baseline survey was conducted to assess the
current situation of teaching and learning in Mathematics and science education in primary
grades 7 and 8 (in Oromia, Amahara and Addis Ababa City Administration), by SMASEE
project (JICA, 2011). The output of this report states, “the instructional medium (English) is
acting as a barrier to effective learning. Due to the students’ limited English skills, the class
content could not always be understood by the students. Consequently, their performance was
generally low.”

2.4 Research and Community Services

Leedy and Ormrod (2005) define research as, “a systematic process of collecting,
analyzing, and interpreting information (data) in order to increase our understanding of the
phenomena about which we are interested or concerned” (p.2). Similarly, Ary, Jacobs, &
Razavieh (2002) also define educational research as “the application of scientific approach to
the study of educational problems” (p.16).

Research is seen as part of teachers’ day to day engagement in the teaching learning
processes. In this regard, Kincheloe (2003) states, “The notion of teacher research cannot be
separated from any single component of teacher education” (p.39). More broadly, Johnes
(1993) also states, “research is the means whereby individual academics and their institutions
gain reputations in the national and international sphere” (p.141).

Particularly, teachers are expected and responsible to conduct action research and
strengthen their reflective practices to identify the complex and emerging challenges of the
new teaching –learning paradigms. In this regard, Ferrance (2000) define action research as,
“a process in which participants examine their own educational practice systematically and
carefully, using the techniques of research” (p.1). Ferrance (2000: P14-15) states that action
research is beneficial to enhance teacher professional development, collegial interactions,

29
school change, reflection on own practices, and communication. Therefore, there should be
mechanisms and efforts to devote considerable proportion of time to action research to
materialize these important benefits. Ashcroft and Palacio (1996), define reflective practice as
“Reflective practice is about taking account of the view points of others and the long-as well
as the short-term consequences of your action” (p.8).

Training institutes are expected to have a strong community orientation and extend their
role beyond teacher training to provide educational services to the institution and to the larger
community in research and technical services. In higher learning institutions, research and
community services are one focus area in addition to the teaching and learning process. It
helps teachers to keep fully up to date with the latest developments.

There are many benefits to research. Particularly, action research is conducted in school
settings to look for solutions to problems encountered in day to day teaching and learning
processes. For example, according to Knight (1987), cited in Johnes (1993), there is positive
correlation between good teaching performance and productive research activity. Similarly,
action research helps to fill gap between theory and practice, empower teachers, and enhance
the professional growth and development (Johnson, 2002).

There are challenges to research and community services. For example, according to
Johnes (1993) research is time consuming exercise. Similarly, Benson, Harkavy & Puckett
(2000) cited in Labone, Butcher and Bailey (2005) noted that effective community
engagement involves a genuine partnership. Most important, Labone, Butcher and Bailey
(2005) clearly state the following:

Universities and teacher education programs in particular are being challenged


to place community engagement and service learning at the center of their
reform agendas. Such reform, if is to be effective, is to be based up on genuine
partnerships with communities and community organizations so that
communities, student teachers and the universities change and benefit from the
joint initiatives. (p.254)

The new Education and Training Policy document of Ethiopia (1994) states, “Higher
education at diploma, first degree and graduate levels, will be research oriented, enabling

30
students become problem-solving professional leaders in their fields of study and in overall
societal needs” (p.27).

Cognizant of this, the revised charter of college of teacher education (OEB, 2011)
envisaged important responsibility for CTEs with regard to research and community services.
The charter explicitly indicates that an academic staff member should participate in
collaborative research which could contribute to professional and institutional development,
and improve teaching methods based on the findings of action research. Furthermore, the
charter declares that teachers should take part to solve the problems of the community through
linkages with schools and community institutions.

2.5. Program Coordination, Monitoring and Evaluation of TDP


2.5.1 Program Coordination of GEQIP

According to Project Appraisal Document (World Bank, 2008), effective implementation


of the GEQIP depends on efficient coordination mechanisms, proper financial management
and procurement practices and the timely implementation and effective monitoring of project
outcomes. Moreover, the document notes that the Planning and Policy Analysis Department
(PPAD) of MoE assume responsibility to coordinate the implementation of the project in
close coordination with relevant departments of MoE, REBs and teacher training institutions.

Magnen (1991) holds “Coordination is an arduous and extremely consuming task. It can
run up against difficulties of communication, administrative sensitivities, lack of motivation,
etc”

In this context, it is very important to review the concepts of program coordination, roles,
challenges, elements and characteristics of effective program coordination from different
perspectives based on international experiences. For example, the joint Annual Joint Review
Mission report (MoE, 2004) indicated the existence of underutilization of the capital budget at
national and regional levels and recommends the need for developing greater awareness on
policy details, and financial budget monitoring instruments at all levels. According to this
report, lengthy procedures, and lack of awareness/clarifications on the executed programs,
and lengthy and cumbersome procurement procedures were factors that hinder smooth
utilization of funds in the implementation of TDP1.

31
In addition to this, based on study on capital budget utilization in the education sector by
Mohammed Musa (2004), the under utilization is more pronounced for loans and external
assistances. In his finding he noted that poor infrastructure, weak planning and lack of
capacity of implementation and different and cumbersome procurement and reporting
requirement of donors are some the factors.

Moreover, Getnet (2009) holds similar position in the sense that aid coordination in
Ethiopia lacks effectiveness, and describes that despite the existence of coordination
structures both at the country and sectors levels; their full functionality remains a challenge.

Similarly, a recent study conducted by Cecilie Wathne, Simon Burall and Edward Hedger
(2009) adds insight into the need for donor flexibility as an essential component of aid
effectiveness. They state the need to simplify and minimize procedures for disbursement and
the importance of aligning – to the extent possible – with government systems and procedures
and being flexible in their choice and design of projects was also mentioned.

In the same vein, similar analysis of Uganda’s Primary Education Reform by Ward, Penny
and Read (2006) discloses that under-budgeting, poor accounting and financial management,
lengthy procedures in fund flows, delay of fund release and unpredictability in the receipt of
fund are some of the challenges attributed for the poor planning and management and use of
the grant. More important to this, Magnen (1991), based on the analysis of various education
projects supported by World Bank, identifies delays in execution as the most commonly
encountered in education management projects.

2.5.2 Program Monitoring and Evaluation of TDP

Monitoring and evaluation system is very crucial to identify problems and guide the extent
of remedial actions and policy directions to be taken. Relevant information on program
monitoring and evaluation helps to assess the degree of achievements that has been attained in
policy implementation. According to UNESCO (2006), “Monitoring involves regular actions
of follow-up and evaluation of the educational system and the operational modes allowing the
decision-makers to adapt their policy choices and affect the evolutions in the system” (p.6)

32
Monitoring and evaluation are management tools through which stakeholders diagnose the
status of a given project/programs. Mertens (2005) defines monitoring as “the continuous
assessment of project implementation in relation to agreed schedules and of the use of inputs,
infrastructure, and services by project beneficiaries”. Monitoring is an essential part of good
management and the basis of project monitoring systems to track actual progress against
planned progress (MoFED, 2006). Monitoring involves a system of continuous information
gathering and decision making on all aspects of program implementation (Meredith & Mantel,
2003).

According to MoFED (2006) information acquired through monitoring systems includes;


physical progress, financial progress and quality of project outputs. In this respect, Meredith
and Mantel (2003) state:

Monitoring is collecting, recording, and reporting information concerning any and all
aspects of project performance that the project manager or other in the organization
wishes to know. It is very important to recognize the important role of monitoring of
programs against some fixed criteria and with some purpose in mind, which is properly
conceptualized and linked to improvement strategies. (p.531)

Experiences show that there are challenges to enhanced program monitoring. According
to analysis on reform initiative in Nepal by Bista and Carney (2004) challenges to program
monitoring include: absence of fixed schedules and activities; inadequacy of existing
approaches to monitoring; focus on the quantitative dimensions rather than on qualitative
indicators; low priority about program monitoring and poor link between monitoring activities
and reform or improvement activities. Magnen (1991) also indicated that lack of manager
motivation, excessive complexity, and inadequate integration of monitoring system in the
project, are factors why monitoring education project has not always been effective.

In Ethiopian context, for example, ESDP II JRM report (2004:26) indicated existence of
weaknesses in monitoring and evaluation and lack of a reliable monitoring and evaluation
system. This report explicitly noted the difficult situation that both REBs and TEIs limited to
rely on feedback by the participants at follow-up meetings and state:

33
… much of the efficiency of teacher training at TEIs needs to be closely related to the
cost of inputs and the benefits of their respective outputs. Such benefits are difficult to
assess since no structured monitoring and evaluation activities have been carried out
and since there is no overarching monitoring and evaluation system in place (although
such M+E system forms the foundation of verifying the core indicators of the TDP)”.

In addition, a report by KRI (2007) on problems related to teacher training in Oromia


Region identified poor capacity of OEB as a major problem to monitor the quality of teacher
training in the TTCs.

Generally, in view of the above strong monitoring and evaluation helps to track the status
of program implementation and make appropriate policy decisions at an appropriate time.
Monitoring and evaluation involves systematic and comprehensive data collection and
analysis and decision making to be used as a management tool. Both national and
international experiences and research indicated various challenges to monitoring and
evaluation. In the light of this, this study intends to see current status of monitoring practices
in CTEs and draw findings that can influence educational policy and strategy.

34
CHAPTER THREE

METHODS

This chapter discusses the research design, participants of the study, instruments,
procedures and methods of data analysis in brief.

3.1 Research Design

This study seeks to examine the status of Teacher Development Program (TDP) in
Colleges of Teacher Education in Oromia. The study draws upon both quantitative and
qualitative methodologies, that is, a mixed-method design is used by combining elements of
both approaches (Leedy & Ormrod, 2005). Both quantitative and qualitative methods provide
rich data about a situation (Cook & Reichardt, 1979; Kidder & Fine, 1987; Patton, 1990;
Tashakkori & Teddlie, 1998, cited in Royse et al., 2001: 88; Royse et al., 2001:117).

In particular, qualitative research helps to disclose the overall picture of implementation


practices and understand the phenomena (Ary, Jacobs & Razavieh, 2002). It is also used to
define the domain of an issue being examined which then fit into the quantitative aspects of
the research (Polonsky & Waller, 2005:125).

3.2 Participants of the Study

The populations of the study were participants from 10 Colleges of Teacher Education in
Oromia with different experiences in the implementation of TDP. The Colleges are spatially
distributed to cover different geographic areas and diverse socio-economic settings to enhance
equitable distribution of the training needs and to produce qualified primary school teachers.
In particular, Sebetta CTE was established with special proclamation number 145/2004 to
minimize the gap in the supply of teachers with special needs education and enhance
opportunity of special need learners to pave the way for EFA goals.

The participants of the study included teacher-educators and respective College-Deans.


Facilitators for Higher Diploma Program (HDP), Continuous Professional Development
(CPD), English Language Quality Improvement Programs (ELQIP), Practicum Programs and

35
TDP coordinators were also participants of the study. According to OEB report (2004 E.C),
there were a total of 488 teacher educators (464 male and 24 female) in the 10 Colleges of
Teacher Education.

Colleges of Teacher Education in Oromia cover large geographic areas. In this context,
cluster sampling is recommended (O’Sullivan & Rassel, 1995; Ary, Jacobs & Razavieh, 2002;
Leedy & Ormrod, 2005; Drew, Hardman, & Hart, 1996). Hence, three geographical areas
were considered for data collection: Western Oromia; Central Oromia and Eastern Oromia.
Accordingly, three naturally occurring clusters were chosen purposively from the population
of the study, that is, Asella CTE, Nekemte CTE, and Sebetta CTE.

In this regard, all members of the selected clusters were included using availability
sampling so that this representative sample population would enable to make descriptions
about the implementation status of the program (Ary, Jacobs & Razavieh, 2002). Relevant
interview respondents were also selected in each College. In addition, for the qualitative study
purposive samples were believed to provide insight and understanding about the subjects
under study (Guba & Lincoln (1981) as cited in Ary, Jacobs & Razavieh (2002).

There were a total of 174 teacher educators in the three colleges of teacher education; 63
in Asella CTE, 68 in Nekemte CTE, and 43 in Sebetta CTE (OEB, 2011). Therefore, the
sample size for the survey included 174 teachers from the three Colleges. In-depth interview
was also conducted with respective CTE deans/vice deans.

3.3 Data Gathering Instruments

The data gathering instruments used included questionnaires to gather information from
group of respondents. Because, questionnaires help to get data that can be used in program
planning, monitoring, and evaluation (O’Sullivan & Rassel, 1995). One self administered
questionnaire was developed for teacher educators to gather the required information. The
instrument was supposed to measure different variables used to assess the status of the
Teacher Development Program. The instrument has eight parts that included both closed and
open-ended questions. The open-ended questions were used because, they are important to get
respondents’ views, opinions, or descriptions of experiences (Polonsky & Waller, 2005:129).
In the closed ended questions, 5 point Likert scales, rating scales and yes/No questions were

36
used. The 5 point Likert scales were used to assess respondents’ attitudes or opinion related to
TDP implementation, benefits of PD experiences, barriers to participation in PD activities,
program monitoring and evaluation, and research and community services. Similarly, rating
scales were used to assess the extent of teachers’ engagement in the various areas of CPD
activities.

Focus group discussions were conducted with teachers. Semi structured interview
questions were prepared to conduct interviews with key program focal persons (GEQIP/TDP,
HDP, CPD, ELIC and Practicum focal persons). In addition, interview guides were prepared
to gather in-depth responses that reflect the insights of the College leaders. Moreover, on-site
observation was also conducted at Colleges based on observation check lists. Furthermore, the
researcher also conducted document review to get better insight into the issues and
substantiate the findings of the study and arrive at justifiable findings and conclusions.

3.4 Procedures
To assess the status of Teacher Development Program in CTEs in Oromia, mixed
approach (quantitative and qualitative) was used. In this regard, one self administered
questionnaire was prepared to collect data from respondents. In addition, interview guides
were prepared to make interviews and FGDs with informants. Efforts were also made to
maintain the validity and reliability of the instruments.

The questionnaire was pre-tested at Sebetta College of Teacher Education, on 5 selected


people. These people were selected in such a way that they could represent common
variations of the respondents. After the pre-test, discussions were held with the subjects about
their reactions and responses to the instrument. The feedback of the respondents were mainly
focused on the issues like; directions, coherence, question order, and clarity. Accordingly, the
data collection instruments were reviewed and redrafted to make ready for the pilot study.

Similarly, the pilot study was conducted on 15 subjects selected at Sebbeta College of
Teacher Education. In this case, the index of internal consistency or Cronbach’s coefficient
alpha measure is used to estimate the average correlation among each item(s). In this regard,
the items checked for reliability include areas of Teacher Development Program and/or its
implementation, participation in CPD activities, benefits of PD activities, barriers to
participation in PD activities, research and community services and program monitoring and

37
evaluation. Accordingly, based on the pilot study the Cronbach’s coefficient alpha measure
are 0.719, 0.781, 0.763, 0.891, and, 0.933, and 0.749 respectively for Part II to Part VII. The
overall Cronbach’s coefficient alpha measure for the instrument is found to be 0.837.
Moreover, the instruments were reviewed with colleagues for criticism and arguments.

Before the field work, the researcher had preparatory sessions to collect important
information from Oromia Bureau of Education (For example, addresses of some important
individuals) and facilitated supporting letter from Oromia Bureau of Finance and Economic
Development. At Colleges visited, the researcher convened to start the data collection after
short discussion with College leaders on the objectives of the assessment. Then, self-
administered questionnaires were distributed by hand in a group meeting after brief
orientations had been given on the objectives of the assessment. In addition, observations
conducted and interviews and FGDs were held with informants at CTEs to collect data based
on the interview guides.

Finally, efforts were made for preparing and organizing data for analysis. In this case, data
were coded and entered into a computer which facilitated conditions for summarizing,
retrieving, analyzing, and interpreting the meaning of the data codes easily. For the survey
study, rectangular array was used for organizing data and statistical analysis. Tables and
figures were used for organizing and summarizing some aspects of data. Similarly, qualitative
data were organized through coding and categorizing for analysis. After the data had been
entered, efforts were made to check whether the data had been entered properly. The checking
and cleaning of data were conducted through comparing the entered data with the original
questionnaire for a couple of the participants using spot-check for small sample of the data.

3.5 Methods of Data Analysis

Statistical procedure was determined by the type of measurement scales characterizing the
variables under study. Accordingly, the data were processed using the statistical package
SPSS 15.0 for windows, using descriptive and inferential statistics on the basis of their
appropriateness for answering the research questions. Descriptive statistics were used to
describe and summarize respondents’ demographic characteristics like sex, educational level,
and work experiences as preliminary computation necessary to perform further data analysis
beyond group description.

38
Frequencies, percentages and mean scores were used to summarize respondents’ opinions
on status of the various subcomponents of TDP: teachers’ participation in different areas of
PD activities; benefits of PD experiences; barriers to participation in PD activities; program
monitoring and evaluation; and research and community services. Similarly, chi-square was
used to determine if there are significant differences among the three groups of teachers by
institution in the frequencies of categories of the objectives of TDP. Moreover, one way
ANOVA was used to compare the means of dependent variable between the three groups of
participants when appropriate.

39
CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This section presents the analysis, and interpretation of the data collected from
respondents. The data for this study was collected from Asella, Nekemte and Sebeta Colleges
of Teacher Education. The respondents of the study were teacher educators, Focal Persons
and College Deans.

Frequencies, percentages and mean scores were used to summarize respondents’


demographic characteristics and describe respondents’ opinions on status of the TDP
implementation, benefits of PD experiences, barriers to participation in PD activities, program
monitoring and evaluation, and research and community services.

A chi-square (with 4 dependent variables) was used to determine if there are significant
differences among the three groups of respondents by institution in the frequencies of
categories of the objectives of TDP. In addition, a chi-square (with 2 dependent variables)
was used to evaluate if there is statistically significant differences among the three groups of
respondents in maintaining own portfolio. Similarly, one way ANOVA was used to compare
the means of dependent variables between the three groups of participants when appropriate.
Moreover, qualitative data obtained was analyzed after it was organized through coding and
categorization.

TABLE 1
Number of Respondents and Questionnaire Administration
Teaching Staff* Total

Second Questionnaires Questionnaires


First Degree
Colleges Degree M F T Distributed Collected

M F T M F T
Asella CTE 30 4 34 27 2 29 57 6 63 57 49
Nekemte CTE 28 28 37 3 40 65 3 68 55 51
Sebetta CTE 24 1 25 15 3 18 39 4 43 24 23
Total 82 5 87 77 8 85 161 13 174 136 123
* Data compiled from OEB (2011)

40
A total of 136 questionnaires were distributed to respondents at the three Colleges. Out of
the total 136 questionnaires distributed to respondents, 123 of the instruments were returned
(90.4%) after filled appropriately (see Table 1).

4.1 Demographic Characteristics of the Respondents

The focus of this section is to summarize the important demographic characteristics of the
respondent. Higher Diploma Program that is a requirement to teach in the Colleges is included
as part of the demographic characteristics for analysis. Generally, table 2 depicted summary
of important demographic characteristics.

TABLE 2

Demographic characteristics of the Respondents

Item Characteristics of No. Percent


Respondents
1. Sex Female 7 5.7

Male 116 94.3


Total 123 100.0
2. Educational BA/BSC/BED 66 53.7
Qualification
MA/MSC/MED 57 46.3

Total 123 100


3. Pedagogical Education 105 85.4
Background
Applied 18 14.6
Others 0 0
4. Teaching Below 5 years 19 15.4
Experiences
6-10 Years 24 19.5

11-15 Years 16 13.0

16 years and above 64 52

Total 123 100


5. Status in Higher Currently Attending 1 0.8
Diploma
Already Certified 121 98.4
Program
Not Yet 1 0.8
Total 123 100

Source: primary data compiled from questionnaire, 2012

41
Gender disparity is significantly higher among the respondents. Data revealed wider
gender imbalance among the teacher educators, that is, the percentage of respondents when
disaggregated by sex is 5.7% female and 94.3% male. The ratio of female educators did not
show significant improvements over the last 10 years compared with 3% during 2002 (MoE,
2003). Among the total respondents, 46.3% has second degree, and 53.7% has first degree
whereas 98.4% of the respondents are certified with HDP.

Moreover, the sample included four different categories of teacher educators according to
the years of teaching experience, namely; 1 to5 years (15.4%), 6 to10 years (19.5%), 11 to15
(13%), and 16 years and above 52%. With regard to pedagogical background of respondents,
85.4% had educational background and the remaining 14.6% of the respondents had non-
education background.

4.2 Teacher Educators’ Knowledge about the Objectives of TDP


Teachers play significant roles in the implementation of the new education reform
program. In particular, teachers’ knowledge of the new teaching methods, and new roles and
responsibilities are very important towards successful implementation of quality teacher
education for quality education program. Accordingly, respondents were requested to describe
the objectives of the Teacher Development Program.

The responses were categorized and coded based on a preliminary review and content
analysis of direct teachers’ responses to the open ended question. In addition, it was also
crosschecked with the TDP literature.

Data presented here made clear that most of the frequently cited objectives of TDP fall
within enhancing/upgrading teachers’ skills through pre-service and in-service training
(40.7%), improve the quality of education (27.6%), and introduce new methods of teaching
(17.1%) (see Figure 1). 14.6% of the responses were categorized as “others” (Produce
competent and all rounded qualified teachers, improve student knowledge, improve
continuous assessment, improve active-learning method, etc).

The majority of respondents’ understanding or knowledge about the objectives of the TDP
focused on those reform initiatives for the improvement of the quality of education and
facilitating student learning

42
25
Institution code
Asella CTE
Nekemte CTE
Sebetta CTE
20

15
Count

10

0
enhance/ improve quality introduce new others
upgrade of education method of
teachers' skills teaching
through pre-
service & in-
service training
Objectives of TDP

Figure 1: Teacher educators’ knowledge on the objectives of TDP

In this regard, chi-square analysis showed no statistical significant differences among the
three groups of teachers by institution in the frequencies of categories of the objectives of
TDP (χ2 =3.425, df=6, p=0.754, two tailed), nor with the level of their education qualification
(χ2 = 11.161, df=6, p=0.084, two tailed) at α=0.05 (see Annex J).

An understanding of the goals of the reform and the training objectives are the most
important attribute expected from the trainers (Seguin, n.d.). TDP strategies include support to
special needs learners and strategies to bring more female teachers to the teaching profession.
However, these issues were not raised by all respondents.

During the focus group discussions, it was noted that there was limited opportunities for
teachers to enhance their understanding and awareness about the ETP and TDP strategies.
Teachers indicated that these issues were seen as a peripheral activity. Furthermore, they
indicated that the continuous professional development activities were mainly focused on
active learning, continuous assessment, and content knowledge areas.

43
4.3 Teacher Educators’ Opinion on GEQIP Support to Implement TDP

It was designed to gather quantitative and qualitative data on the attitudes of teacher
educators’ with regard to GEQIP support to implement TDP or to provide respondents with
an upfront and unprompted opportunity to describe what they felt about the program.

The majority of respondents that judged on the levels of contribution of GEQIP/TDP


towards government efforts to improve quality of the general education, considered the
support/funding to be important for various reasons. In this regard, 78.9% of the respondents
agreed that the contribution of GEQIP is significant with mean rating of 4.11 (see Table 4.3).

According to interview report, GEQIP made a direct contribution to the pre-service and
in-service programs with the objective of facilitating the training program compared to
educational developments in the past. Interview respondents indicated that GEQIP support
minimized the gaps that existed in the areas of capacity building (both individual and
institutional), professional development efforts, provision of educational inputs.

Both in survey responses, focus group discussions and interviews, respondents expressed
trust towards the GEQIP and value the contributions. In the light of this, a respondent
(Program Focal Person) stated:

There are significant contributions of the program. Without the GEQIP contributions
many of the pre-service and in-service programs would have been compromised,
particularly the practicum

The other interviewee (College Dean) stated the following:

The support from GEQIP to implement TDP is very comprehensive including pre-
service and in-service training program. It minimized much of our frustrations in the
training and supply of educational materials. There is improvement in practice teaching
and support for teachers.

The capacity of the CTEs is very limited coupled with drastic increase in enrollment (both
pre-service and in-service). In this regard, the contribution of the program was very
significant to augment government efforts of TDP strategies to improve quality of education.
Based on information from field observation of the three CTEs, the researcher took note of

44
various efforts made to equip different centers; ELICs, ICT, HDP, CPD centers and Music
and Aesthetics streams which are very crucial to facilitate the training programs of the
institutes.

Access to information is important for teachers’ capacity development. Despite the


limitations (human capacity, low level of internet service, etc), CTEs have ICT centers
through which teacher educators could access information about the new concepts and
practices in the training program.

However, respondents raised issues related to lack of effective utilization of resources due
to various reasons (delay in fund transfer, low capacity, poor coordination and partnership,
lack of strong monitoring and evaluation system).

4.4 Status of Teacher Educators’ Commitment in the Implementation of TDP

Efforts to implement education reform programs require competent, motivated, and well
supported teachers. To get an overview of the situation, teacher educators were asked to judge
on the extent of their commitment to work together towards the institutional vision.
Accordingly, 53.7% of the teachers expressed their agreement that there is low commitment
to work towards the institutional vision (see Table 3).

According to focus group discussions held with teachers, they stated unanimously that
high workload, low management support, engagement in various routine activities (regular
meetings), regular management turnover, and absence of reward mechanisms are some of the
reasons that minimized their commitment.

In addition, focus group respondents stated that external interference also made them less
motivated in their work. As one teacher explained, the newly enacted directive that restricted
Colleges not to offer extension training programs has been discouraging to them. Hence, the
above data analysis revealed that the commitments of teacher educators to work towards the
institutional vision are very limited.

4.5 Coordination in TDP Implementation

Forging partnership with existing local, Regional and National level partners is very
important to achieve program objectives. It could also help to bring synergetic effect and

45
improve the effectiveness of the program. Hence, the extent to which different responsible
bodies work together to enhance the objectives of TDP is very important.

In view of this, 64.2% of the respondents agreed that there is poor coordination among the
stakeholders (schools, Education Bureau, Ministry of Education, etc) in the implementation of
TDP with mean rating of 3.58 (see Table 3). Qualitative data obtained from the interview and
focus group discussions substantiated this situation. Focus group respondents particularly
mentioned the low level of coordination between the College, Regional Education Bureau and
schools. As one teacher educator mentioned:

Most of the time Oromia Education Bureau uses to visit us only when there is a
problem. There is no culture of dialogue and there is limited professional support.
There is also no timely feedback on some of the important issues.

Similarly, a respondent described that the frequent change of management and program
focal persons has resulted in the poor coordination of CPD activities, practicum programs and
overall implementation of TDP. College Deans also held similar position on the status of
collaboration and partnership in the implementation of TDP, particularly with regard to
GEQIP, compared with other similar projects (e.g. USAID/IQPEP).

4.6 The status of Management Support and Monitoring in TDP Implementation

The majority of respondents (62.6%) indicated that there is no adequate management


support in the implementation of teacher development program and 63.4% agreed that there is
poor monitoring and evaluation system in the implementation of TDP with high mean ratings
of 3.44 and 3.52 respectively. Most important, effort was made to analyze if there exists
statistically significant differences in responses among the training institutes using one way
ANOVA (Annex I). Data revealed that there is statistically significant differences in opinions
across the institutions (F (2,120) =4.055, p=0.00, two tailed, α=0.05).

In Asella CTE the majority of respondents (55%) disagreed with the item ‘There is lack of
adequate management support in the implementation of teacher development program’ where
as in Nekemte and Sebetta CTEs the majority of respondents agree that there is lack of
management support with percentages 84.3% and 65.2% respectively.

46
TABLE 3
TDP Implementation, Management Support and Monitoring
Frequencies
Items N SD D Un A SA Mean
There is significant contribution of 123 0 (0%) 6(4.9%) 20 51 46
GEQIP/TDP towards government (16.3%) (41.5%) (37.4%)
4.11
efforts to improve quality of the general
education
There exists low commitment among 123 12 26 19 45 21
teacher educators to work together (9.8% (21.1%) (15.4% (36.6% (17.1%) 3.30
towards the institutional vision
There is poor coordination among the 123 9 19 16 57 22
stakeholders in the implementation of (7.3%) (15.4%) (13%) (46.3%) (17.9%)
3.58
TDP (schools, community, Education
Bureau, Ministry of Education, etc)
There is lack of adequate management 123 14 27 5 45 32
support in the implementation of (11.4%) (22%) (4.1%) (36.6%) (26%) 3.44
teacher development program
There is poor monitoring and 123 4 24 17 60 18
evaluation system in the (3.3%) (19.5%) (13.8%) (48.8%) (14.6%) 3.52
implementation of TDP
Valid N (listwise) 123
Note: Figures in parenthesis represent percentages, std. = standard deviation SD (Strongly Disagree)
=1, D (Disagree) =2, Un (Undecided) =3, A (Agree)=4,SA(Strongly Agree) =5

The above data analysis revealed opportunities and weaknesses based on both quantitative
and qualitative data analysis. Data confirmed the significant contribution of GEQIP to
implement TDP. In connection with this, data analysis also revealed the low level of teacher
educators’ commitment. Moreover, data analysis revealed the low level of program
coordination and partnership among different TDP implementing bodies. The level of the
management support and monitoring and evaluation practices were also found to be low that
could affect initiative taking and compromises appropriate decision making that guide quality
improvement processes.

4.7 Status of Teacher Educators’ Engagement in CPD

Ongoing professional development efforts, as recent phenomena in Ethiopia, have been


introduced as an essential tool to enhancing the objectives of educational mission (MoE,
2003). TESO holds that CPD has special relevance to teacher education institutions to
develop and deliver CPD programs. Therefore, efforts were made to assess the status of
teacher educators’ engagement in CPD. First, yes/No question was used to assess the extent to
which teacher educators maintain their own CPD portfolio. Second, teacher educators were

47
allowed to judge the level of their participation in various areas of CPD activities, benefits to
PD activities and barriers to engagement in PD activities.

4.7.1 CPD Portfolio

According to a Framework for CPD (MoE, 2009), maintaining own portfolio is one of the
CPD methods used to facilitate professional development. Accordingly, teachers were asked
Yes/No type open-ended question to assess whether or not they maintain their CPD portfolios.
In this regard, 52.8% of the respondents agreed that they maintain their CPD portfolio where
as 47.2% agreed that they did not maintain their own portfolio of CPD experiences.

Professional Portfolio is a guide for the type of information and evidence collected for
feedback and planning (Desalegn, n.d.). Notwithstanding this, evidences drawn from focus
group informants revealed that portfolio experiences have received relatively little attention.
There are practical constraints to the situation. The picture arising from focus group enquiry
confirms the following: First, there is variability in the implementation and there is low
attention among the teacher educators on the benefits related to maintaining own portfolio.
Second, there seems to be lack of clear awareness on the objective and process to maintain
portfolios. Teachers felt that maintaining portfolio has had little value or importance to them
and they admitted that they lacked knowledge and skills needed to document their portfolio.

Similarly, chi-square test result shows no statistically significant differences among the
three groups of respondents (χ2 = 0.333, df=2, p=0.84, two tailed) at α=0.05.

4.7.2 Participation in Different Areas of CPD

Promoting quality in education presuppose many efforts. In the light of this, teacher
professional development is one of those interventions through which teachers are expected to
undertake their lifelong learning experiences and improve students’ learning outcomes. This
section of the study is aimed at gathering quantitative and qualitative data on the different
areas of CPD interventions and the extent of teacher participation. To this end, respondents
were given different areas of CPD and asked to rate on the level of their participation.

Review of documents indicated that different CPD activities are part of the training
institutes work plan. In addition, focus group respondents across the institutions confirmed

48
that CPD programs were part of their institution annual work plan. Analysis of open-ended
questions revealed that CPD activities were conducted in the form of either capacity building
workshops, education conferences/ seminars, or through supported self-study materials
provided. They agreed that their engagement in CPD activities is either as trainer or
participant. Generally, Table 4 describes the summary of teachers’ engagement in different
areas of CPD over the last three years.

TABLE 4
Teachers’ Participation in Different Areas of CPD

Frequencies
Areas of CPD N VL L A H VH Mean
Induction 123 17 19 57 23 6 2.85
(13.8%) (15.4%) (46.3%) (18.7%) (4.9%)
English Language Quality 123 7 14 23 57 22 3.59
Improvement Program (ELQIP) (5.7%) (11.4%) (18.7%) (46.3%) (17.9%)
Content knowledge 123 10 19 31 44 19 3.35
(8.1%) (15.4%) (25.2%) (35.8%) (15.4%)
Active learning 123 2 9 19 76 17 3.79
(1.6%) (7.3%) (15.4%) (61.8%) (13.8%)
Student-centered teaching 123 3 3 19 73 25 3.9
(2.4%) (2.4%) (15.4%) (59.3%) (20.3%)
Continuous assessment 123 0 (0%) 5 11 68 39 4.15
(4.1%) (8.9%) (55.3%) (31.7%)
Practicum-principles and 123 3 7 32 37 44 3.91
practices (2.4%) (5.7%) (26%) (30.1%) (35.8%)
School supervision 123 27 23 36 33 4 2.71
(22%) (18.7%) (29.3%) (26.8%) (3.3%)
Action research 123 8 33 18 46 18 3.27
(6.5%) (26.8%) (14.6%) (37.4%) (14.6%)
Mentoring 123 6 26 41 31 19 3.25
(4.9%) (21.1%) (33.3%) (25.2%) (15.4%)
Classroom management 123 0 (0%) 4 19 59 41 4.11
(3.3%) (15.4%) (48%) (33.3%)
Areas of student discipline 123 8 17 28 48 22 3.48
(6.5%) (13.8%) (22.8%) (39%) (17.9%)
ICT (Information 123 22 47 21 26 7 2.59
Communication Technology) (17.9%) (38.2%) (17.1%) (21.1%) (5.7%)
Issues of partnership 123 18 44 25 21 15 2.76
(14.6%) (35.8%) (20.3%) (17.1%) (12.2%)
Clustering of schools and TEI 123 13 45 26 30 9 2.81
(10.6%) (36.6%) (21.1%) (24.4%) (7.3%)
Valid N (listwise) 122
N.B. VL (Very Low) =1, L (Low) =2, AV (Average) =3, H (High) =4, VH (Very High) =5

A high percent of respondents indicated that they have high engagements in the areas of
continuous assessment, classroom management, student-centered teaching, active learning,
practicum-principles and ELQIP with percentages 87%, 81.3%, 79.6%, 75.6%, 65.9% and

49
64.2%, respectively. In order of their descriptions, their mean scores are 4.15, 4.11, 3.9, 3.79,
3.91 and 3.59 respectively.

Similarly, responses in the areas of student discipline, content knowledge, action research
and mentoring favored high teachers participation with mean score ratings of 3.48, 3.35, 3.27
and 3.25 respectively (Table 4). On the other hand, there are also areas of CPD activities
where teacher educators gave low mean rating scores for their engagement. These include;
induction, ICT (Information Communication Technology), issues of partnership, clustering of
schools and TEI, and school supervision with low mean ratings of 2.85, 2.59, 2.76, 2.81, and
2.71 respectively (Table 4 above).

In an open-ended question respondents were also asked to mention other areas of their
CPD experiences. A number of additional areas of CPD activities not included in the
questionnaire were also raised. The following were cited as additional CPD experiences: peer
observation, participation in research symposiums, experience sharing visits, student
counseling, brail & sign language, educational tours, use of science kits, special needs
education, inclusive education, preparation and uses of teaching aids (TALULAR), gender,
HIV/AIDS, attending research conferences, and interdepartmental observation. The responses
have similarity across the institutions, but areas of brail & sign language, special needs
education, and inclusive education were common among Sebetta CTE respondents. In
addition focus group informants indicated student counseling and student disciplinary matters
as other areas of their CPD experiences.

Qualitative data obtained from the interview and focus group discussion added to this
picture. Particularly, respondents indicated existence of limited opportunities and engagement
in ICT training programs due to lack of expertise. Most important, teachers have high training
needs for their professional development efforts. It is also the opinion of focal persons and
College leaders despite the fact that there are limited budget and time constraints.

4.7.3 Benefits of Participation in PD Activities


Research evidences have indicated that engagement in Professional development has
diversified effects when seen from students, schools and teachers perspectives. The ultimate
objectives of CPD are to raise the competency of students through empowering and
capacitating teachers. Cognizant of the various limitations in CPD evaluation processes, the

50
researcher’s intention is to shed light on the benefits associated with the various PD
experiences from teachers’ point of view. This required an array of alternatives based on
literature so that teachers could judge different benefit areas of Professional development
activities.

Data analysis revealed that the majority of respondent gave high mean score ratings for
each of the items expected to describe various benefit areas of CPD (Table 5). According to
survey responses professional development practices have had impact on teachers’ work due
to the following reasons: improved gains in content knowledge; adoption of new techniques
of teaching and learning, improved classroom management skills, developed greater sense of
efficacy, leveraged efforts to improve student achievements, strengthened important
psychological and /or motivational aspects in teaching, enhanced commitment to teaching,
and enhanced opportunities for interaction with program participants. In addition, teacher
educators believed that their CPD activities have improved opportunities for interaction with
different program participants and other professionals; improved relationships among teacher
educators, school teachers and students.

There seems to be high level of satisfaction among the respondents which could
overshadow some realities in it. This is not uncommon in literature, for example, Williams
(1994), cited in Royse et al. (2001, p.197), state “quantitative assessments tend to yield high
levels of satisfaction, while qualitative reports tend to reveal lower satisfaction” Therefore,
this need to be better understood through different data sources.

Qualitative data obtained from the interview and focus group discussions indicated that
there are challenges to the practical application of the PD outcomes. For example, the
implementation of action research as part of teachers CPD experiences has had certain
limitations to be seen as acquired skill. It is devoid of practice and reflection on the part of the
teacher educators. Teachers agreed that despite the various training opportunities offered to
capacitate teachers in the basic skills, there are limited instances of direct engagement in
action research due to various reasons (high workload, lack of budget, skills, lack of
incentives, etc).

51
TABLE 5

Benefits to Professional Development Activities

Frequencies
Mean
SD D Un A SA
Items N
PD practices has had the largest impact 123 2 15 11 69 26 3.83
on my work (1.6% (12,2%) (8.9%) (56.1%) (21.1%)

PD improved gains in content 3 16 26 66 12


knowledge 123 (2.4%) (13%) (21.1%) (53.7) (9.8%) 3.55

PD helped me to trigger or respond to 0 (0%) 11 14 73 25


the adoption of new techniques of 123 (8.9%) (11.4%) (59.3%) (20.3%) 3.91
teaching and learning

PD improved my classroom 0 (0%) 8 (6.5%) 10 75 30


management skills 123 (8.1%) 61%) (24.4%) 4.03

PD helped me to develop greater sense 12 15 73 23


of efficacy (beliefs about your capacity 0 (0%) (9.8%) (12.2%) (59.3%) (18.7%)
to impact student achievement) 123 3.87

PD leveraged efforts to improve student 0 (0%) 15 19 76 13


achievements 123 (12.2%) (15.4%) (61.8%) (10.6%) 3.71

PD enhanced sustained changes in 0 (0%) 11 22 74 16


teaching practices 123 (8.9%) (17.9%) (60.2%) (13%) 3.77

PD strengthened important 0 (0%) 9 (7.3%) 14 80 20


psychological and /or motivational 123 (11.4%) (65%) (16.3%)
3.90
aspects in teaching

PD enhanced commitment to teaching 0 (0%) 11 26 70 16


123 3.74
(8.9%) (21.1%) (56.9%) (13%)
Enhanced opportunities for interaction 1 11 16 73 22
with program participants and other (0.8%) (8.9%) (13%) (59.3%) (17.9%)
123 3.85
professionals

Valid N (listwise) 123


Note: SD (Strongly Disagree)=1,D (Disagree)=2, Un (Undecided)=3,A (Agree)=4,SA (Strongly Agree)=5

According to the Education and Training Policy student centered-active learning and
continuous assessment are part of the new educational thinking in the new education reform
program. In this regard, informants agreed that their PD activities helped them to develop
awareness on active learning and continuous assessment techniques. However, most of the
focus group respondents felt that continuous assessment techniques are more practiced than
active learning methods in their respective Colleges. Moreover, in the three Colleges visited

52
both College deans and HDP focal persons felt that there are limitations in the practical
application of student-centered active learning methods in classes.

Another issue explored through interview and focus group discussion was the extent to
which PD practices are seen as teachers’ life-long learning processes than imparting
knowledge in order to implement a curriculum. Feedbacks from respondents made clear that
the focuses of PD activities are mostly designed to capacitate teachers to implement the
curriculum.

4.7.4 Barriers to Participation in CPD Activities

Questionnaire data suggested that CPD activities have a positive effect on teachers’ day to
day teaching and learning activities. Teachers also indicated that they have motivation to
participate in CPD activities. Majority of respondents (72.4%) expressed their disagreement to
the item “CPD is not part of your institution’s development plan.” In addition, data obtained
through document review has confirmed that CPD activities are part of CTEs plan.

There are barriers to engagement in CPD activities as perceived by teachers. The main
barriers cited include heavy workload, conflict with work schedule, and lack of management
support (see Table 6). There is no significant difference in opinion among the different groups
of respondents with regard to the major constraints discussed, except some cases.

These constrains were also substantiated with data obtained from interview and focus
group discussions. Informants of the three CTEs have pointed out time constraints/ workload
as the major challenges to engagement in PD activities. This is also consistent with the series
of complaints raised by teachers in the different sections of this study.

On the other hand, limitations in the relevance of CPD modules and lack of clear link
between succeeding PD course topics and contents, with regard to the content and the
organization of the CPD courses were cited as barriers to engagement in CPD. Lack of
adequate CPD training manuals and resources were also raised as a constraint in the focus
group discussions.

53
TABLE 6

Barriers to Participation in CPD.

Item N Frequencies Mean


SD D Un A SA
Conflict with work schedule 123 9 26 8 (6.5%) 55 25 3.50
(7.3%) (21.1%) (44.7%) (20.3%)
Did not have the 121 11 58 22 25 7 2.67
prerequisites (experience, or (8.9%) (47.2%) (17.9%) (20.3%) (5.7%)
other requirements)
Lack of management support 123 13 31 10 (8.1%) 54 15 3.22
(10.6%) (25.2%) (43.9%) (12.2%)
Lack of information 123 19 44 7 (5.7%) 48 5 2.80
(15.4%) (35.8%) (39%) (4.1%)
Heavy workload 123 1 10 11 (8.9%) 55 46 4.10
(0.8%) (8.1%) (44.7%) (37.4%)
CPD is not part of your 123 31 58 17 12 5 2.20
institution’s development (25.2%) (47.2%) (13.8%) (9.8%) (4.1%)
plan
Topics do not correspond 123 18 47 16 (13%) 35 7 2.72
with real demands of teachers (14.6%) (38.2%) (28.5%) (5.7%)
CPD lacks clear link between 123 8 40 18 50 7 3.07
succeeding PD course topics (6.5%) (32.5%) (14.6%) (40.7%) (5.7%)
and content
Resource teachers lack 123 16 54 9 (7.3%) 37 7 2.72
sufficient content knowledge (13%) (43.9%) (30.1%) (5.7%)
or pedagogic skills
CPD modules are not 123 18 47 15 27 16 3.43
relevant to local (14.6%) (38.2%) (12.2%) (22%) (13%)
needs/conditions
Valid N (listwise) 123
Note: SD (Strongly Disagree)=1,D (Disagree)=2, Un (Undecided)=3,A (Agree)=4,SA (Strongly Agree)=5

In each of the training institutes visited, there is frequent change of the respective CPD
focal persons or facilitators in the last three years to coordinate the program effectively. Focus
group respondents indicated that there are limitations in the coordination and management of
CPD activities. On top of this, focus group respondents felt that there also gaps to link
continuous professional development efforts to incentives as proposed in National Framework
for Teacher Development.

Furthermore, during the focus group discussion, teachers explicitly noted the need to give
recognition for the importance of the feedback mechanisms in teacher professional
development activities. They expressed the value added of close follow up and monitoring
system to track the improvements and impacts in the implementation of CPD activities. In
addition, focus group respondents indicated the need to revisit training modules to maintain

54
the relevance of the professional development courses offered, so that the contents could fit
into the new approaches to teaching and learning.

4.8. Management and Selection of Entrants

The overreaching objectives and direction of teacher development program is recruiting


eligible and interested candidates, preparing teachers with the required academic knowledge
and professional skills and enhancing teachers’ professional competences through in-service
programs. Therefore, it presupposes interest, competence and desirable ethical behaviors on
the side of the recruits. It is also anticipated that this process would promote the intake of
students who are interested in teaching as a career.

In this regard, the development of the revised guideline was one of the outputs of this
component. Teacher educators also have clear awareness about the objectives of the selection
guideline. Currently, at CTEs the selection of entrants is conducted based on the newly
developed and revised guideline by the ownership of both CTE and other stakeholders at their
respective outreach centers. Focus group respondents described it as one of the improvements
in the selection processes. They felt that the development of the revised guideline and
selection processes have improved ownership and transparency.

Based on data obtained from focus group discussion, among other things, the selection
process has had its own contribution for maintaining equity, particularly for attracting female
candidates to the profession. To this end, the proportion of female student teachers in CTEs is
very promising to encourage female teachers’ engagement in the profession. Accordingly, in
all the CTEs visited, the number of female candidates outweighs the male candidates.

However, despite the improvements, however, respondents described the prevailing


constraints to the low quality of the entrants attributed to both practical and management
constraints in the selection of students with good academic background. They noted limited
improvements in the selection of appropriate candidates for the profession. They indicated
that low achievers still joined the program; particularly those who could not proceed to
preparatory education after completion of the General School Leaving Examination. In this
regard, as one teacher explained:

55
There is low level of interest, and academic capacity among the new entrants. For one
thing, we select students from the available ones as a last resort; in addition, sometimes
there also non-academic selection criteria and quota systems that still compromise the
quality of the selection processes.

Schools were also given the responsibility to facilitate the preparation/recruitment of


students who are interested in the teaching profession through school clubs (The Would Be
Teachers). The would be teachers are expected to have good academic background and
interest in teaching as a career. Due to poor systematic linkage/communication between
schools and Colleges it could not be realized (e.g. lack of documents or information about the
profile of the recruits). According to data obtained from interview and review of progress
reports of colleges, there is limited awareness on ‘The would be Teachers’ clubs that impedes
the practical implementation of the program.

In addition, respondents also noted forgery as the other constraints encountered in the
selection processes. According to evidences, a number of students dismissed from colleges
suspected of this illegal act. Generally, the following excerpts taken from progress reports
substantiate the issues raised above with regard to challenges in the selection processes:

… Hanqina hubannoo mannen barnoota Barsiisa Boruu jedhurratti qaban laafaa ta’uu,
Ragaan sobaa fi shakkisiisaan heddummachuu (Asella CTE Report, 2003, p.31).

In conclusion, there are certain improvements in the management and selection processes
as evidenced by both primary and secondary data sources. The constraints in the selection and
management of new entrants are multi-faceted. There are also limitations in attracting
students with good academic background to the profession. As described above, there are also
poor coordinated efforts to manage the selection processes.

4.9 Practicum Program

It is evident that teacher training program in Ethiopia was largely restricted to theoretical
knowledge with little emphasis on practicum practices. One of the important elements within
the teachers’ pre-service education is the practicum program. The Practicum program is
assumed to be a major paradigm shift in teacher training program unlike the traditional
practices. The purpose of practicum is to enable trainees to experience teaching and the school
environment or provide them with the opportunity to integrate theory with practice.

56
One of the promises of GEQIP is to enhance Practicum for teacher candidates. These
include: development of practicum guidelines; provision of vehicles to TEIs to facilitate
practicum; cover cost of travel and subsistence of teacher candidates and their supervisors and
developing guidelines for training of supervisors and mentors. In this regard, according to
data obtained from interviews and the status report, there is significant contribution of the
program to realize the envisaged objectives of the program.

Interview respondents felt that the contribution of GEQIP in the provision of cost of travel
and subsistence of teacher candidates and their supervisors has facilitated the implementation
of the practicum program. Particularly, one respondent explicitly stated “What would have
happened to practicum program in the absence of GEQIP support?” Generally, the interview
respondents underscored that the GEQIP support enhanced teachers and students’
commitment towards the implementation of the program.

Moreover, data obtained from progress reports indicated that different awareness raising
workshops were organized by Colleges of Teacher Education on Practicum related issues for
supervisors and mentors on the implementation of the practicum which is very helpful in
forming and strengthening the network between colleges and mentoring school teachers, and
for stakeholders. Opportunities were also created for large number of teacher trainees to
participate in practicum sessions each year.

Some constraints were also raised by respondents. The main constraints raised include;
delay in the revision and implementation of the new Practicum guideline, delay in the
disbursement of funds for timely implementation of the program, transportation problems, and
poor linkage with network of partner schools (schools that have been designated as receiving
schools).

Similarly, according to data obtained from interview poor evaluation system by mentors,
mismatch between Colleges practicum program and school programs (low synchronization),
absence of strong monitoring system that describes the roles and responsibilities of all actors,
and low commitment of school supervisors to support the program were some of the
constraints mentioned. Particularly, the respondents seek to have a working guideline that
would help them to guide practicum programs uniformly as per the standard. In view of the

57
above, the following data obtained through document review substantiated the challenges
described above.

… manneen barnoota karoora hojii baraa isaanii keessatti waa’ee piraaktikamii osoo
hin-galchiin hafuu, sirni hordoffii fi to’annoo sagantaa piraaktikamii kan akka gahee
qaamota hundaa ibsuu osoo diriiree. (Asella CTE Report, 2003, p.28).

4.10 Higher Diploma Program (HDP)

The Higher Diploma program has been in place for teacher educators to participate in
different programs through which they could update and enhance their pedagogical skills and
knowledge. To this effect, teachers in teacher training institutions were required to attend
“Higher Diploma Program” in their respective institutions to assist the training program.
Higher Diploma Program (HDP) is part of teachers’ continuous professional program efforts.
The main focus areas of the Higher Diploma Program are the improvement of the quality of
pedagogy in CTEs.

Data captured through different approaches, indicated the following major outputs that
have been accomplished in connection with Higher Diploma Program (HDP). Firstly, in the
visited CTEs HDP coordinators were assigned and CTEs established their own HDP units.
Based on the analysis of data captured through questionnaires (see Table 2), more than 121
teacher educators (98.4%) attended the Higher Diploma Program and granted certificates. The
units were also equipped with different materials to facilitate training program (LCD,
computers, printers, photocopiers, screens, & Laptops). Moreover, there were also revised
handbooks for HDP in the CTEs.

Secondly, according to data obtained through interview there are mechanisms (e.g., action
research symposiums) through which teacher educators present their action research findings
to school teacher and school principals during the training session. However, initiatives to
strengthen a network of moderating institutions, that is, efforts to control the quality of HDP
in a cluster of other institutions are at the early stages of development. It is also the case that
data captured through focus group discussion disclosed that the HDP has its own contribution
to improve teachers’ professional competences, skills in the areas of innovative teaching and
learning and action research.

58
However, a number of issues were also raised with regard to constraints in the
implementation of HDP. HDP coordinators agreed that there is variability in the practical
application of HDP results in the classroom on the side of teacher educators. Particularly, the
researcher was told by a College HDP coordinator that the problem is common among
teachers with non-pedagogical background. He states, “the problem seems to be more familiar
among non-education graduate teacher educators (Applied).” This needs to be further
investigated to assess the extent of the contribution, because in the Colleges visited among the
respondents11.4% had non-pedagogical background.

In conclusion, despite the various benefits to HDP mentioned, the most commonly cited
constraints were low commitment to participate in the program, lack of continuity of the HDP
program, lack of incentive mechanisms after successful completion the program, poor
articulation of course contents, and lack of incentives for HDP facilitators and trainees. Poor
M&E system was also mentioned as a problem to track the impacts of HDP program and for
HDP quality assurances.

4.11 English Language Quality Improvement Program (ELQIP)

To assess the status of ELQIP implementation the researcher used data analyzed both
from questionnaires, observation, interview and document reviews. Based on data obtained
from respondents, on the extent of their participation in ELQIP, the majority of respondents
described their level of participation in the program as ‘High’ (Table 4). This indicated that
there are opportunities to participate in ELQIP in their respective CTEs. Therefore, the TDP
English Language Quality Improvement Program (ELQIP) has provided access to various
English training to teachers.

According to the ELIC guideline (MoE, 2012), all CTEs need to have an English
Language Improvement Centers (ELIC). As data obtained from field observation revealed, the
CTEs have already established ELICs and the centers are relatively equipped with equipment
and resource materials (Reference books, magazines, color printer, copier, LCD Projector, a
quarterly newsletter called ‘ELQIP MATTERS, etc).

The ELICs were facilitated by VSO experts in collaboration with assigned ELIC worker
from Colleges (not full time). For example, it was possible to see different ELQIP materials

59
available on computers so that teachers and students could easily have access to learn
different skills. There are benefits to ELQIP as perceived by different beneficiaries. CTEs
organized different English language improvement trainings for teacher educators, student
teachers and primary school teachers to enhance various skills in English. For example, the
following is interview report from ELIC worker:

ELQIP is very important to support teachers develop different skills. The program has
contributions to help teachers and trainees to improve skills in English language and
facilitate student-centered methods of teaching. Moreover, there is a special support to
girls through ‘ELIC Girls Club’ for the improvement of English language, particularly
on communication skills.

Generally, the interviews that touched on the importance of ELIP considered


improvements to be sought for better program implementation. For example, coordinators
assigned by Colleges acknowledge the valuable contributions and supports given by VSO
expert to support the program. However, they felt that this situation might threaten
institutionalization, ownership and sustainability of the program as most of the program is
undertaken by VSO experts. In the three Colleges visited respondents explicitly indicated the
existence of low level of attention given to ELICs by management.

4.12 Program Coordination of GEQIP

Effective coordination helps to facilitate efficient implementation of a program. It requires


collaborative efforts to harmonize the operational policies, procedures, and implementation
practices. Magnen (1991) indicates that coordination suffers from different difficulties of
communication, administrative sensitivities, and lack of motivation. Effective implementation
depends on efficient coordination mechanisms, proper financial management and
procurement practices and the timely implementation and effective monitoring of project
outcomes (World Bank, 2008). According to GEQIP, teacher development activities are the
responsibilities of CTEs in close coordination with the MoE and REBs.

There was a feeling amongst several respondents that there is poor coordination and
partnership in the implementation of the program. Both quantitative and qualitative data
indicated that there are challenges to coordination of the program. Several respondents sought
effective coordination for better utilization of resources. For example, timely transfer of funds
60
and utilization were critically raised by respondents in all three CTEs for timely
implementation of the planned activities. The implementation of the GEQIP/TDP physical
activities was started during 2001E.C. after one year delay of launching of the GEQIP. But,
the financial transfers were made in the beginning of the year 2002 E.C. Therefore, it is
believed that there is a constraint in the timely commencement of the program.

TABLE 7

Summary of Financial Utilization of GEQIP

Year

2002 2003
Transferred to Previous Balance
CTEs CTEs Expenditure % + fresh Transfer Expenditure %

Asella 7,520,001.00 4,990,007.28 66.36 14,544,589.04 7,379,749.76 50.74

Nekemte 5,715,803.00 1,335,821.01 23.37 23,303,221.00 16,925,350.00 72.63

Sebetta 5,129,772.00 2,087,710.00 40.70 8,271,999.00 3,987,567.97 48.21


Source: Oromia Bureau of Finance and Economic Development

There seems to be also information gaps. Interviewees listed a number of situations where
feedback mechanisms are often poor (for example, the reason for delay in fund release and
issues of low fund disbursement than committed). They indicated that whenever there are
delays in funds transfer there is insufficient time left for implementation as a result of which
there are frustrations and under utilization of resources. For example, data on fund utilization
performance generally confirms the trends observed in the past two years (Table 7).

Similarly, respondents held that there is little flexibility in the management of the fund.
For, example, one interviewee states, “... fund should not automatically be delayed when a
minor condition is not achieved. There should be considerations in local capacity and efforts”.
In addition, lack of trained human resource to properly account for funds, lack of awareness
about program work procedures, staff turnover, and delay in reporting, poor support system,
lack of awareness on the side of the management to regularly follow up the implementation of
the program were also some of issues stressed by respondents.

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Most important, technical support and capacity building efforts should be the integral part
of program implementation. In this regard, respondents commented on the inadequacy of
technical support from both MoE and OEB. A College dean commented the following:

... despite the capacity building training programs, there is low technical support from
the centre [MoE & OEB] to assess the status of the program and take immediate
actions.

In conclusion, the data obtained through different mechanisms indicated many constraints
in the implementation of the GEQIP program. Both primary and secondary data sources
presented more detailed understanding of the status of GEQIP program coordination when
viewed from different perspectives. In particular, the utilization of resources is very low.
Moreover, there are lack collaborative efforts for harnessing the stated objectives.

4.13 Research and Community Services

Training institutions are expected to be centre of changes working both within and outside
the institution in creative and innovative ways to carry out different roles and responsibilities.
The revised charter of Oromia College of Teacher Education (OEB, 2011) envisaged
important responsibility for CTEs and teacher educators with regard to research and
community services. The charter explicitly indicates that an academic staff member should
participate in collaborative research that could contribute to professional and institutional
development. Furthermore, the charter declares that teachers should take part to solve the
problems of the community through linkages with schools and community institutions.

In the light of this, the purpose of this theme of the questionnaire was to gather data to
gain understanding of the status of research and community services in CTEs. Table 4.9
depicted the results of data analysis with regard to teacher educators’ engagement in research
and community services. The average mean ratings of respondents for all of the items are
found to be very low. Data revealed that teacher educators have had very limited opportunities
to participate in research activities and apply their knowledge to the problems of the
community through linkages with schools and community institutions beyond the teaching
and learning roles.

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Generally, both quantitative and qualitative data captured through questionnaire, interview
and focus group discussions revealed that there are barriers to engagement in research and
community services. Data was derived from an open-ended question on what respondents
believe to be barrier to engagement in research and community services. Based on data
analysis obtained from open-ended questions high workload, lack of budget, poor incentive
mechanisms, low management support, weak coordination of research efforts, lack of
motivation or interest, lack of reference materials and facilities (referred journals, internet),
limited technical support, and lack of skill in research were issues raised as the major
impediments in their respective institution.

TABLE 8

Status of Research and Community Services

Frequencies
SD D Un A SA
Items N Mean
Participation in collaborative research
has enhanced my Professional 18 45 8 32 20
123 2.93
development efforts. (14.6%) (36.6%) (6.5%) (26%) (16.3%)

Engagement in research activities has


contributed for institutional 21 46 29 16
123 11 (8.9) 2.78
development. (17.1%) (37.4%) (23.6%) (13%)

Engagement in action research has


helped me in improving my teaching
19 45 20 33 6
methods based on the findings of 123 (15.4%) (36.6%) (16.3%) (26.8%) (4.9%)
2.69
action research.

There is opportunities /mechanisms to


communicate my research findings to 15 48 29 24 7
123 2.67
the community at large (12.2%) (39%) (23.6%) (19.5%) (5.7%)

I apply the best of my knowledge to


the problems of the community
22 49 20 27 5
through linkages with schools and 123 (17.9%) (39.8%) (16.3%) (22%) (4.1%)
2.54
community institutions

Valid N (listwise) 123


Note: SD (Strongly Disagree)=1,D (Disagree)=2, Un (Undecided)=3,A (Agree)=4,SA (Strongly Agree)=5

The main issue found by the researcher with regard to challenges in research and
community services felt to be by many of those interviewed. Many of the teacher educators

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are in stretched situation with maximum workload, up to 21 hours per week. The following
comment captured during focus group discussion give some indication of the prevailing
situation:

The charter indicates that research and community services are the core activities of teacher
educators. However, there is no good environment to engage in research and community services.
Firstly, there is poor coordination, work load, poor management support and coordinating office and
body. Secondly, routine activities (regular meetings and the like) consumed much of my time which
limited engagement in research. Thirdly, there is poor linkage with the schools and local community.

In summary, responses from college interviewee indicated the limited number of action
research outputs due to budget constraints with certain variability. According to Asella CTE,
not more than 3 or 4 action researches conducted per year despite large number of proposal
submitted. Similarly, based on interview made with Sebetta CTE vice Dean, they planned to
conduct 9 action researches on different topics this year. Drawing up data from interview
(with College deans or vice deans) and document review, on average there are 5 to 6 action
research outputs each year per Colleges. This figure indicated the low level of action research
outputs compared with the number of teachers. They indicated budget constraint as the main
challenges to the situation.

4.14 Program monitoring and Evaluation of TDP

Monitoring and evaluation system is very fundamental to identify problems and guide the
extent of remedial actions and policy directions to be taken. Relevant information on program
monitoring and evaluation helps to assess the extent of achievements and challenges
encountered in the due course of program implementation, that is, it plays a key role in
informing decision makers.

In the implementation of TDP, enhancement of the existing M&E system and continuous
feedback mechanisms were envisaged to improve project performance and to address data and
monitoring and evaluation requirements (World Bank, 2008). In an attempt to assess the
status of program monitoring and evaluation in TDP implementation, the following points
were summarized from the analysis of both primary and secondary data sources.

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Data collected from different sources provide important insight into the status of
monitoring and evaluation system. As such, the findings reflect respondents’ views on the
existing situation of M&E. Participants of the study had shown agreement with the existence
of built in M&E system as a percentage of total responses to the attitude question “There
exists built in monitoring and evaluation system in the implementation of TDP”. The majority
of respondents (57.7%) agree that there exists built in monitoring and evaluation system in the
implementation of TDP. Their mean rating is 3.33 with certain variability among the
respondents (see Table 9).

Even though, the aim of this study was not to analyze the effectiveness of the existing
monitoring system, based on information from document reviews and interviews, the
researcher identified limitations on the comprehensiveness of the existing monitoring tools. In
this regard, it is worth considering the following from DICT (2009:36), it states:

The requirements for effective monitoring are baseline data, indicators of performance
and results, and mechanisms or procedures for data collection that include planned
actions as field visits, stakeholder meetings, reviews and systematic reporting,
partnership and implementation strategies based on principles of transparency,
accountability.

A large majority of respondents (73.9%) also agreed that M&E has value to program
improvement with mean rating of 3.84 (Table 9). In this regard, document review gave
additional insight into the situation with regard to the contributions of M&E for program
improvement. For example, the following extract taken from Asella CTE progress report
(2003 E.C) highlights the need to have strong monitoring and evaluation system and feedback
mechanism on the results attained to improve the quality of education. It is stated as:

… addeemsa kana ammo sirna hordoffi fi madaallii cimaa dirirsuudhaan bu’aa


raawwii karoora qaama dhimmi ilaaluuf dhiheessuun duub-deebii argachuun bu’aa
olaanaa qaba.(Asella CTE Report, 2003, p.1)

On the other hand, a number of respondents that gave high mean ratings for the existence
of built M&E system and importance of M&E for program improvement went on to describe
constraints in M&E system. 60.2% of the respondents disagree with the existence of fixed

65
schedules for monitoring, 56.9% of the respondents disagreed that the existing approach to
monitoring is adequate, and 59.4% of the respondents disagree that there are feedback
mechanisms for reviewing and using the findings from monitoring and evaluation activities.
For each of these items the respondents’ mean rating is 2.44, 2.70, and 2.60 respectively.

TABLE 9

Program Monitoring and Evaluation

Items Frequencies
Mean
N SD D Un A SA
There exists built in monitoring and 122 8 (6.5%) 32 11 54 17
evaluation system in the (26%) (8.9%) (43.9%) (13.8%) 3.33
implementation of TDP
There is high confidence within the 121 4 (3.3%) 15 11 57 34
institution that monitoring activities are (12.2%) (8.9%) (46.3%) (27.6%) 3.84
of value to program improvement
There exists fixed schedules for 123 27 47 23 20 6
2.44
monitoring (22%) (38.2%) (18.7%) (16.3%) (4.9%)
The existing approaches to monitoring 122 28 42 8 27 17
2.70
is adequate (22.8%) (34.1%) (6.5%) (22%) (13.8%)
There are feedback mechanisms for 123 13 60 23 17 10
reviewing and using the findings from (10.6%) (48.8%) (18.7%) (13.8%) (8.1%) 2.60
monitoring and evaluation activities
There is lack of capacity (human and 123 10 21 6 54 32
resource) to undertake and manage (8.1%) (17.1%) (4.9%) (43.6%) (26%) 3.63
monitoring and evaluation initiatives
There is more stress on the quantitative 123 0 (0%) 9 21 72 21
dimensions of monitoring rather than (7.3%) (17.1%) (58.5%) (17.1%) 3.85
qualitative indicators
Monitoring activities are largely 123 11 23 6 57 26
disconnected/lacks coherence from (8.9%) (18.7%) (4.9%) (46.3%) (21.1%) 3.52
TDP improvement activities
Valid N (listwise) 119

N.B. SD (strongly Disagree) =1, D = (Disagree) =2, Un (Undecided) =3, A (Agree) =4, SA=
(strongly Agree) = 5

In addition, 69.6% of the respondents agreed that there is lack of capacity to undertake
and manage monitoring, and 75.6% agreed that there is more stress on the quantitative aspects
of monitoring rather than qualitative aspects, and 67.4% of the respondents agreed that
monitoring activities lacks coherence with TDP improvement. In this respect, their mean
rating is 3.63, 3.85 and 3.52 respectively. Similarly, ANOVA was used to examine if there
were significant mean differences among respondents using Institutional Code as an
independent variable. In this regard, the one-way ANOVA results further indicated

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statistically no significant differences among the respondents for all of the items at alpha 0.05
(Annex K).

Analysis of responses for the opened-ended question on the challenges to monitoring and
evaluation revealed the following similar results. According to respondents limitations to M&E are;
lack of coordinated efforts, lack of continuity, lack of proper monitoring mechanism, lack of clear
checklists, lack of standards for M&E, work load, and more focus on routine activities. They also
indicated that the existing approach to.

Some interviewees also stressed that M&E should be participatory and management
should give priority and attention to M&E as integral part of the regular work. Information
obtained from document review also elaborated this gap. On the other hand, based on the
interview made with College Deans, M&E is part of their annual work plans, but they agreed
that the existing M&E is inadequate. They indicated that there are efforts monitoring through
regular reports, review meetings, and field visits. When describing the challenges to M&E,
they focused on lack of adequate budget. In particular, a focus group informant described:

There are professional supports to schools. However, there is limited enforcement


mechanism (limited mandate) to regularly follow up schools on the outcomes of
different training activities (e.g. CPD training programs) and outreach services and take
corrective actions.

In conclusion, data revealed that there is awareness and common understanding about
value of monitoring for program improvement. Lack of fixed schedule, more focus on
quantitative aspects, limited capacity to undertake M&E, poor feedback mechanisms coupled
with inadequacy of the monitoring system made the situation very difficult. Therefore, there
are limitations to monitoring and evaluation system to improve the quality of the training
program.

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CHAPTER FIVE

SUMMARY OF THE FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

The study intends to find out the status of the Teacher Development Program by drawing
fully on the existing evidences and diverse realities on the ground. Accordingly, this chapter
summarizes the main findings, conclusions and recommendations regarding the status of the
TDP based on the following stipulated research questions.

1. What is the status of the implementation of TDP in Oromia region?


2. What is the contribution of TDP in improving the quality of the general education?
3. What are the challenges in the implementation of TDP in Oromia regions?

5.1 Summary
5.1.1 Teacher Educators’ Knowledge about the Objectives of TDP

The majority of teachers’ understanding or knowledge about the objectives of the TDP
focused on those reform initiatives for the improvement of the quality of teacher education
through pre-service and in-service programs. In this regard, none of the respondents
mentioned the policy direction of TDP to support special needs learners, and the continued
efforts to bring committed female teachers to the profession. Despite the limited scopes in
their responses, data analysis revealed that teacher educators have had understanding or
awareness about the envisaged goals of the teacher development program.Generally, it is also
important to indicate that their knowledge about the teacher development is narrowly
conceptualized with regard to the emerging literature on teacher development as a
professional growth (Glatthorn (1995), cited in Reimers (2003); Ainscow, 1994).

5.1.2 Teacher Educators Opinion on GEQIP Support to Implement TDP

There is significant support of the GEQIP in the implementation of the Teacher


Development Program. Both in survey responses, focus group discussions and interviews,
respondents expressed trust towards the program and value the contributions. The majority of
respondents acknowledged the contribution towards government efforts to improve quality of
the general education through pre-service and in-service programs aimed at facilitating the

68
training program. In addition, this assessment uncovered the various efforts made with regard
to provision of educational inputs and capacity building of teachers. On the other hand,
effective utilization of resources is compromised due to various reasons (delay in fund
transfer, low capacity, poor coordination, poor monitoring and evaluation system).

5.1.3 Status of Teacher Educators’ commitment in the Implementation of TDP

Teacher educators’ commitment and motivations are necessary since the aim of the reform
program is to bring them to the forefront of ensuring the quality of education. Data analysis
revealed that there is limited commitment to work together towards the institutional vision. It
is indicated that high workload, low management support, engagement in routine activities ,
external interferences, regular management turnover, and absence of reward mechanisms are
some of the factors for low level of teachers’ commitments. Low level of commitment has
had its own effect on the overall implementation of the program. For example, there are
variability among the teacher educators in the practical application of the new approaches to
teaching and learning (e.g. student-centered active learning methods). In line with this,
assessment made by TESO (MoE, 2002) indicated that teacher educators have motivations
towards staff development, but varied levels of commitments.

Different research evidences indicated the importance of commitment in the


implementation of reform programs. For example, Schepens (2005) indicated that reforms and
innovations attract motivated persons. Firestone and Pennell (1993), cited in Ashdown and
Rossi (2005), also indicated that commitment can be an important motivation to aid teachers
through the demands of implementing new approaches to instruction. Moreover, Benavides
(2011) also stresses on commitment to work together on lifting performance and for ensuring
reform in education.

5.1.4 Coordination in TDP Implementation

As an outcome of this study, there is poor coordination between different responsible


bodies in the implementation of GEQIP/TDP (schools, REB, MoE). Poor communication is
one of the challenges in coordination among different partners (schools, REB, MoE). In this
regard, there are few studies with regard to the existing coordination in implementation of
TDP in CTEs. Desalegn (n.d.), citing MoE (2009), indicated lack of systematic coordination

69
between the education Bureaus, Teacher Education Institutions and NGOs as challenges of
CPD implementation in Ethiopia.
Similarly, Magnen (1991) stated that the barriers to coordination include difficulties of
communication among the responsible partners. In this regard, Maroun et al. (n.d.) indicated
that reform presupposes ensuring ownership and consensus among the stakeholders and
accountability for actions, for the successful implementation of reform program. Most
important, Miller and O’Sbea (1996), cited in Schepens (2005), indicate that partnership could
be a powerful mechanism for transforming educational institutions.

5.1.5 The status of Management Support and Monitoring of TDP Implementation

Regular support and monitoring and evaluation should be part of the day to day
responsibilities to maximize the outcomes expected from the training institutions. However,
the status of management support and monitoring and evaluation were found to be inadequate
in the various subcomponents of TDP implementations. This finding is consistent with many
findings in the area. For example, MoE (2011) states, “College and university leaders need
stronger orientation of the need to support GEQIP activities in their institutions and in
particular the M&E function” (p.51). In addition, MoE (2010) acknowledges the low level of
institutional leadership and limitations in capacity for data collection, evaluation, monitoring
and reporting capacities at all levels. Similarly, assessments made by Andom (2011) and
Addis (2008) indicated limitations in management support in the implementation of TDP.

Research evidences show the need to reorient management roles in line with reform
programs. Because, effective implementation of student-centered learning and the associated
administration and management practices are challenging (OCS, 2002, p. 46). Hoban (2002)
also indicated that school leadership could influence educational change process.
Furthermore, World Bank (2005, p. 103) clearly noted that promoting organizational
conditions under which teachers work can promote effective instruction and focus on student
learning.

5.1.6 Status of Teachers’ Engagement in CPD


5.1.6.1 Status of CPD Portfolio

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According to CPD Framework (MoE, 2009), maintaining own portfolio is one of the CPD
methods used to facilitate professional development. Notwithstanding this, data analyses
revealed low attention given to portfolio experiences. Fist, there is variability among the
respondents in maintaining own portfolio. Second, teachers felt that maintaining portfolio has
had little value or importance to them and/or there is lack of clear awareness on the purposes
of maintaining portfolio. Third, some informants lacked knowledge and skills needed to
document their portfolio experiences. Moreover, it was found out that there is low level of
follow up to document CPD experiences and use as a feedback for planning.

5.1.6.2 Participation in CPD Activities

Teachers were exposed to various PD programs. Continuous assessment, classroom


management, student-centered teaching, active learning, practicum-principles, action research
and ELQIP are areas where attention was given across the Colleges. Similarly, areas of
student discipline, content knowledge, action research and mentoring were also found to be
areas of teachers’ CPD experiences. On the other hand, teachers’ engagement in the areas of
induction, ICT, partnership, clustering, and school supervision were very limited.

It was found out that PD activities were mostly planned for teachers to impart knowledge
in order to implement a curriculum than as part of teachers’ life-long learning. This will be a
challenge as indicated by some scholars. Little (1993), cited in Ashdown and Rossi (2005),
states “professional development in the service of program implementation potentially masks
issues concerning whether or not the professional development meets the teachers’ own
perceived learning needs” (p.213). Therefore, this finding indicated the gap that existed in the
conceptualization of CPD objectives.

Research evidences indicate that there are various teachers development needs of teachers.
OCS (2002, p.27) indicated that areas like; new knowledge, new learning strategies,
assessment and evaluation, integrated teaching, ICT competency, mentoring, and action
research to be necessary to implement student-centered learning. It also stated that teacher
competencies in using student-centered learning require a high level of content knowledge.
Bell and Gilbert (1996) also recommends similar areas for intervention. Therefore, the focus
areas are consistent with research findings.

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However, teachers are engaged in limited areas of CPD activities. For example, areas of
induction, ICT, partnership, clustering, and school supervision were given low attention. In
line with this, research conducted by Andom (2011) at Dire Dawa University indicated
similar results. Particularly, it was found out that there are challenges to get access to ICT
training and facilities in the training institutes. In this regard, it is important to note the
following by Bista and Carney (2004) who stated:

A learning organization is one in which people are engaged in a continuous learning


process. Towards this end, knowledge centers should be established within the
institutions, where staff can access the latest information on school reform, recent
developments in the field of education, best practices, innovations, findings of national
and global studies on education, etc., through the internet and e-mail. (p.37)

5.1.6.3 Benefits of PD Activities

There are limited areas of participation in PD activities for teachers. From teachers’ point
of view, various benefits associated with their PD activities. PD activities helped teachers to
improve gains in content knowledge, adopt new techniques of teaching and learning, improve
classroom management skills, develop greater sense of efficacy, leverage efforts to improve
student achievements, strengthen psychological and /or motivational aspects in teaching,
enhance commitment, and opportunities for interaction with program participants that is
consistent with Desimone et. al. (2002), cited in Ashdown and Rossi (2005, p.227) and
Ashdown and Rossi (2005).

Teacher educators also believed that their CPD activities have improved opportunities for
interaction with different program participants and other professionals and improved
relationships among teacher educators, school teachers and students. An important element of
current educational thinking about how to facilitate student learning is the application of
student centered active learning and continuous assessment methods. In this regard, CPD
activities helped teachers to develop awareness on active learning and continuous assessment
methods.

However, there are limitations in the practical application of PD outputs. It was found out
that continuous assessment techniques were more practiced than active learning methods in
the teaching and learning processes at CTEs. In addition, according to assessment made at

72
Mekelle University (World Bank, 2008), there are improvements among teachers in the
application of active learning methods. In the same vein, the implementation of action
research as part of teachers CPD experiences has had certain limitations to be seen as acquired
skill. It is devoid of practice and reflection. There are limited instances of direct engagement
in action research due to various reasons (workload, budget, skills, incentives, support, etc).

5.1.6.4 Barriers to Participation in CPD Activities

There are barriers to engagement in PD activities as documented through quantitative and


qualitative data sources. The commonly cited ones include: heavy workload; conflict with
work schedule and lack of management support. Limitations in the CPD contents and the
organization of the CPD courses, relevance of CPD modules, linkage between succeeding PD
course topics and contents, and inadequacy of the CPD training manuals and resources were
also found to be challenges to engagement in CPD activities. In addition, there is also a
frequent change of the CPD focal persons or facilitators in the last three years to effectively
coordinate or manage the CPD program.

On top of this, there are also limitations to link continuous professional development
efforts to incentives as proposed in National Framework for Teacher Development.
Particularly, efforts to document and utilize feedbacks as part of the continuing profession
development activities is lacking. In none of the three visited Colleges would there appear to
be a system in place through which feedback mechanisms are taken into account in the
implementation processes of CPD.

In the light of the above, according to assessment made by MoE (2009), cited in
Desalegn (n.d), high turnover of CPD facilitators, time constraints, poor incentive
mechanisms, lack of resources to run CPD, and lack of systematic coordination were some of
the weaknesses identified in the implementation of CPD activities in schools. Therefore, the
finding of this study is in concomitant with this finding. In addition, Andom (2011) and Addis
(2008) identified similar constraints in the implementation of PD activities. Similarly, Current
study by Hogenbosch (2009) comes up with the finding that heavy workloads as the main
constraints from the perspectives of primary school teachers in Amhara Region.

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5.1.7 Management and Selection of Entrants

OCS (2002) stated “The more complex and diversified role of teachers associated with the
Education Reform warrants the selection of good quality students into the pre-service
programs” (p.38). In the light of this, teacher development program is envisaged to recruit
eligible candidates with the required academic knowledge and skills based on interest,
competence and desirable ethical behaviors. The selection of entrants at Colleges is conducted
based on the newly developed and revised guideline by the ownership of both CTE and other
stakeholders at the outreach centers. In this regard, selection processes have improved
ownership and transparency. In addition, the strategies or affirmative action sought to increase
the proportion of female teachers is promising.

Despite the improvements, the constraints in the selection and management of new
entrants are multi-faceted. First, level of interest and academic capacity among the new
entrants are not to the required level. Second, poor level of coordinated efforts between
Colleges and schools to fully manage the selection processes through ‘Would Be Teachers’
clubs. Third, there is biasness in fully adhering to the selection criteria. In this regard,
Solomon (2008) also states “Towards producing skilled and motivated teachers some of the
reforms adopted in Africa were not successful in terms of getting quality teacher candidates”
(p.3).

5.1.8 Practicum Program

One of the promises of GEQIP is to support practicum program to enable trainees to


experience teaching in the school environment. The findings showed that there is a great deal
of opportunities to large number of teacher trainees to participate in practicum program. In
addition to the various training programs, the GEQIP support enhanced teachers and students’
motivation towards the implementation of the practicum program. However, these are not
without limitations according to the various data sources.

The main constraints identified were delay in the revision and implementation of the new
Practicum guideline, logistics problems, poor linkage/partnership between Colleges and
schools, poor evaluation system, absence of strong monitoring system and low commitment
of school supervisors to support the program. Similar to this, Fekede (2009) in the study of
undergraduate students’ practicum experience at Jimma University indicated the need to give

74
attention to available fund, close supervision, strong partnership with school and adequate
support and assessment mechanisms as important dimensions in the students’ practicum
experiences. In addition, IQPEP (2011) stated the challenges to true partnership between
Colleges and schools for achieving the common goal of quality education.

5.1.9 Higher Diploma Program (HDP)

Higher Diploma Program is designed to build the capacity of teacher educators in CTEs to
improve the quality of education. Teachers in CTEs are required to pass through this program.
To this effect, data analysis showed that 98.4% of teachers in the three visited CTEs attended
the Higher Diploma Program and granted certificates. It was indicated that the HDP has its
own contribution to improve teachers’ professional competences and skills in action research.
However, a series of various data analyses revealed variability among teacher educators in the
practical application of HDP outputs in the teaching learning processes. Teachers are also less
motivated to participate in the HDP program.

The envisaged plan to control the quality of HDP through a network of moderating
institutions is at an early stage of development. On the other hand, lack of continuity of HDP
courses, poor articulation of course contents, and poor follow up mechanisms to track the
impacts of HDP program were some of the gaps identified by the study. Lack of incentive
mechanisms was also found to be one of the challenges to engagement in HDP. In this regard,
(MoE, 2006) stated:

… the main incentive for HDP should be professional empowerment itself and HDP
should be linked to the efficiency and effectiveness the trainees show in undertaking
their job as a result of the training. (MoE, 2006: 18-19)

On the other hand, there are similar studies conducted. For example, study by Addis
(2008) and Andom (2011) indicated similar challenges to HDP.

5.1.10 English Language Quality Improvement Program (ELQIP)

The TDP English Language Quality Improvement Program (ELQIP) has provided access
to various English training to teachers. In addition, data obtained from field observation
revealed that CTEs have already established ELICs. ELICs are also reasonably equipped with

75
equipment and resource materials to support the training program. There are benefits to
ELQIP as perceived by teachers. Interviews that touched on the importance of ELIP
considered improvements to be sought for better program implementation. For example, an
effort to network ELICs with the local schools is at early stage. In addition, ELICs are mostly
managed and undertaken by VSO experts that may in the long run threaten the
institutionalization, and sustainability of the program.

5.1.11 Program Coordination of GEQIP

Data revealed the existence of poor coordination in the implementation of the


GEQIP/TDP. Both qualitative and quantitative data analysis indicated loose coordination of
the program. Limitations in capacity to properly account for funds, lack of awareness about
program work procedures, and delay in reporting, poor technical support system, and poor
follow up are some of the factors for the inefficiencies. Generally, communication gaps, poor
feedback mechanisms, and frequent staff turnover are some of the challenges.

5.1.12 Research and Community Services

It is evidenced with data that there are limitations to engagement in research and
community services and the benefits expected from it. The main factors were found to be high
workload, lack of budget, poor incentive mechanisms, low management support, weak
coordination of research efforts, lack of motivation, lack of reference materials and facilities
(referred journals, internet), limited technical support, and lack of skill in research.

In connection with this, data indicated limited number of action research outputs in the
Colleges. The implementation of action research as part of teachers CPD experiences has had
certain limitations to be seen as acquired skill. Generally, despite the various training
opportunities offered to capacitate teachers in the basic skills, there are limited instances of
direct engagement in action research due to various reasons (high workload, lack of budget,
skills, lack of incentives, etc).

The challenges to research and community services were recognized by other researchers
too. For example, the study ‘The Quality and Effectiveness of the Teacher Education System
in Ethiopia’ (MoE, 2002) acknowledges challenges (workload) among the teacher educators
to give necessary attention to making the TEIs into functioning learning communities, carry

76
out research, and engage effectively with schools and communities. In addition, similar
studies conducted by Befikadu (2010) and Adane (2000) indicated similar challenges to
engagement in research.

5.1.13 Program Monitoring and Evaluation

There are awareness and common understanding about the value of monitoring for
program improvement among the visited CTEs. When it comes to the limitations, there are a
number of gaps identified. First, there are gaps on the comprehensiveness of the existing
monitoring tools. Second, absence of fixed schedule for monitoring, inadequacy of the
monitoring system, more focus on quantitative aspects, limited capacity to undertake M&E,
and poor feedback mechanisms made monitoring and evaluation system less efficient. Third,
commitment of the management is also very limited to support program monitoring efforts.

The findings of this study are in line with similar studies in the field. For example, MoE
(2010) acknowledges the existence of low capacity for data collection, evaluation, monitoring
and reporting capacities at all levels. In addition, assessment made by SMAPP (2007),
indicates poor capacity of OEB as a major problem to monitor the quality of teacher training
in the TTCs. ESDP II Joint Review Mission report by MoE (2004) also indicated similar
constraints in M&E. On the other hand, studies made by Bista and Carney (2004), and
Magnen (1991) show similar challenges to program monitoring and evaluation in education
programs.

5.2 Conclusions

The purpose of this study is to assess the status of TDP implementation in Colleges of
Teacher Education in Oromia. The study accompanied both quantitative and qualitative
methods and identified key-gaps in program implementation and recommend actions to be
taken for the improvement of the program. As a result, the following summarizes the
conclusions drawn and recommendations forwarded based on the findings of data analysis.

5.2.1 Teachers’ Knowledge about the Objectives of TDP

The emerging literature on teacher development emphasizes on the professional growth of


teachers from different perspectives. In the light of this, teachers’ awareness about the
objectives of TDP is narrowly conceptualized with regard to the emerging literature. In

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addition, their knowledge of TDP was limited in scope to only some aspects of the training
program.

5.2.2 Teacher Educators Opinion on GEQIP Support to Implement TDP

There is significant contribution of GEQIP towards government efforts to improve quality


of the general education both in the pre-service and in-service programs. A key gap noted by
this study, however, is that CTEs have not yet fully exploited these opportunities. Effective
utilization of GEQIP resources are compromised due to various reasons (delay in fund
transfer, low capacity, poor coordination and partnership, lack of strong monitoring and
evaluation system).

5.2.3 Status of Teacher Educators’ commitment in the Implementation of TDP

It was found out that high workload, low management support, engagement in routine
activities, external interferences, poor feedback mechanisms, instability of the management,
and absence of reward mechanisms are some of the factors for the low level of teachers’
commitment. Therefore, it is important to indicate that heavy workloads resulted in
frustrations and affected institutional initiative taking. In addition, much focus on routine
activities discouraged teachers not to manage their time properly and not to focus on strategic
issues. In the same vein, low management support and management turnover, affected
institutional efficiencies and resulted in low institutional performance and quality of work
performed.

5.2.4 Coordination in TDP Implementation

Coordination among different stakeholders (schools, REB and MoE, etc) in the
implementation of TDP is found to be less effective. There is poor communication between
Colleges and REB. Therefore, there are inadequate shared responsibilities and accountability
systems to realize the overarching goal of TDP for quality education.

5.2.5 The status of Management Support and Monitoring of TDP Implementation

Existence of regular support and follow up are important for sustaining changes
effectively. It is found to be very significant for supporting quality improvement processes. In
this regard, the inadequacy of management support and inefficiencies in monitoring and
evaluation affected the various subcomponents of TDP implementations. Particularly, the low
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status of management support affected teachers’ commitment to work towards the
institutional vision.

5.2.6 Status of CPD

5.2.6.1 CPD Portfolio


There is variability among the respondents in maintaining own CPD portfolio and there is
also lack of clear awareness on the purposes of portfolio and lack of skills required to
maintain CPD portfolio activities. Therefore, there is poor follow up and challenges in
systematic planning of teachers’ CPD activities.

5.2.6.2 Participation in different areas of CPD

CPD activities are part of the training institutes work plan and there are opportunities for
engagement in CPD activities across the training Colleges. As a result, it is clear that CTEs
have understood the potential benefits of CPD activities. In addition, CPD activities practiced
across the CTEs are similar and consistent with the intention of the new Education and
Training Policy of Ethiopia. However, it is found out that there are limited areas of CPD
engagement as regards to the broader goals of the new education reform program that tries to
transform all aspects of the education system. Furthermore, the drives for CPD activities were
found to be more of the implementation of the curriculum. There are limitations to see PD
experiences from the perspectives of teachers’ growth and life-long learning.

5.2.6.3 Benefits of CPD Activities

The new Education and Training Policy of Ethiopia promotes active learning, continuous
assessment, and interactive learning as the mainstay of the new education thinking. As a
result, the main issue found includes improved opportunities for enhancing teachers’
awareness on new teaching methods. In this regard, due to limited areas of PD experiences the
benefits are also very limited. However, data analysis revealed that there is variability among
the teachers in the practical application of the training outputs (e.g. active learning methods,
and action research).

5.2.6.4 Barriers to Participation in CPD

There are various barriers to participation in CPD activities that are similar among the
Colleges. Teacher related factors, institution related factors, and external factors were

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pervasive complaints from the respondents across the CTEs. Limitations in the relevance of
CPD modules, poor linkage between succeeding PD course topics and contents, were also
found to be significant. In addition, turnover of program facilitators were persistent challenge
across the Colleges to effectively manage the program. On top of this, efforts to link
continuous professional development activities to incentives as proposed in National
Framework for Teacher Development were also absent. Furthermore, lack of feedback
mechanisms and low level of follow up have contributed for the inefficiencies and limitations
of funds are also found to be barrier to participate in as much PD activities as possible.

5.2.7 Management and Selection of Entrants

The management and selection processes of new teacher educators at CTEs have shown
improvements in maintaining equity and facilitating affirmative action sought to increase the
proportion of female teachers at primary education. The selection has given due attention to
female teachers. In addition, the process has gone steps to put in place the roles and
responsibilities of the CTEs and REBs and to enhance ownership and transparency in the
management of the selection processes.

Nevertheless, efforts to recruit eligible candidates with the required academic knowledge
and professional skills based on interest, competence and desirable ethical behaviors are not
promising. In this regard, there are limitations in the supply side to recruit the most
appropriate candidates to the profession. There are also gaps in coordinated effort between
Colleges and schools and biasness in fully adhering to the selection criteria.

5.2.8 Practicum Program

There is a great deal of opportunities to large number of teacher trainees to participate in


practicum program. In this regard, the contribution of GEQIP is found to be very significant
to enhance teachers and students’ motivation. Delay in the revision and implementation of the
new practicum guideline are found to be a challenge. It is also found that there is lack of clear
awareness among different partners (schools, supervisors, mentors, and Colleges) in the
implementation of the program. In addition, logistics problems and poor linkage/partnership
between Colleges and schools constrained efforts to effectively undertake the program.

80
5.2.9 Higher Diploma Program (HDP)

It is found that the HDP has its own contribution to improve teachers’ competences.
However, the following gaps are apparent in the implementation of HDP. Teachers are less
motivated to participate in the program. In addition, HDP is one-shot program and there are
limitations in following up and documenting the visible impacts or outcome of the program.

5.2.10. English Language Quality Improvement Program (ELQIP)

The TDP English Language Quality Improvement Program (ELQIP) has provided access
to various English training to teachers. Teachers are also motivated to develop their teaching
skills further through program. ELQIP is also found to be useful to equip teachers not only to
improve their English but also to acquire more student-centered methods of teaching.
However, there are varying degrees of attention given by Colleges to realize the envisaged
goals of making differences in the teachers’ English proficiency. In addition, limited learning
facilities in ELICs also affected the ultimate impact of the program. Furthermore, ELICs are
mostly managed and undertaken by VSO experts that could threaten skill transfer,
institutionalization, and sustainability of the program.

5.2.11. Program Coordination of GEQIP

The findings of this study identified the existence of poor coordination and partnership
characterized by ineffective utilization of resources. Delay in transfer of funds,
communication gaps, limited flexibility, and inadequacy of technical supports from the center
are also persistent challenges. On the other hand, limited capacity to manage funds, staff
turnover and poor management support to regularly follow up the implementation of the
program were also found to be bottlenecks in the implementation of the program.

5.2.12 Research and Community Services

Research and community services are envisaged to build on its potential positive impact
of extending teachers’ roles beyond the training program. However, the study notes that the
environment for research and community services is challenging. It is also evidenced with
data that there are limitations to the benefits expected from it. Engagement in research and
community services are constrained by high workload, inadequate budget, low incentive

81
mechanisms, low management support, weak coordination, poor motivation or interest, and
lack of reference materials and facilities.

5.2.13 Program Monitoring and Evaluation

On the positive side, there are awareness and common understanding about value of
monitoring for TDP improvements. However, when it comes to the implementation, there are
a number of gaps identified. The study identified absence of comprehensive monitoring and
evaluation system coupled with low level of efforts in monitoring and evaluation. In view of
these, absence of fixed schedule for monitoring, inadequacy of the monitoring system, more
focus on quantitative aspects, limited capacity, and poor feedback mechanisms made
monitoring and evaluation system less efficient.

5.3 Recommendations

Drawing fully on the evidences which are being built through data analysis, the following
recommendations are suggested to address the findings and conclusions of the study.

 There should be opportunities for teacher educators to develop broader knowledge/


understanding about the overall direction of the Education and Training Policy and the
broader goals of the TDP to effectively take part in the implementation of the program. In
this regard, Colleges should include important areas of the Education and Training Policy
and TDP strategies in their CPD plans.
 It is good that the GEQIP has had remarkable contributions towards government efforts to
improve the quality of the general education. In the light of this, it is very important to
enhance Colleges’ fund utilization capacity to further support TDP implementation. To
this effect, there should be coordinated efforts between Colleges, REB, BoFED, and MOE
to bridge the gaps and enhance effective utilization of GEQIP resources.
 Government should improve the work condition of teachers’ in order to enhance teacher
educators’ motivation and commitment to work towards the envisaged goals. To this end,
Colleges should be autonomous institutions and free from external interferences as
enshrined in the Education and Training policy.

82
 There should be improved communication and coordinated effort between REB and
Colleges. REB is expected to give professional and technical support and streamline
feedback mechanisms to improve their shared responsibilities.
 Colleges should have strong management system and leadership to support and guide
quality teacher training for quality education.
 Teachers should be given clear awareness about the purposes of their own portfolio
experiences for systematic planning of CPD activities.
 It is found out that there is consistency between the focus of education policy and the CPD
activities across the Colleges. In this regard, appropriate balance should be maintained
between various CPD activities taking into account the broader goal of the education
policy. In addition, CPD activities should also be targeted from the perspectives of
teachers’ growth and life-long learning. Particularly, it is required to enhance ICT
opportunities in Colleges in an effort to build learning institutions.
 Teachers have got opportunities for enhancing their awareness mainly on the new
teaching methods. However, these have not been accompanied by practical application in
the teaching and learning. In this regard, there should be in-depth investigation of the
situation for further analysis and recommendation.
 With regard to the main barriers to engagement in CPD activities, the following
recommendations deemed necessary. First, Colleges and REB should make efforts to
firmly institutionalize CPD activities. Second, appropriate management support to sustain
engagement in CPD activities. Third, link CPD efforts to incentives as proposed in
National Framework for Teacher Development. Furthermore, it is important to customize
CPD course contents to local needs.
 Colleges and schools should work together for ensuring the recruitment of appropriate
candidates. On the other hand, the affirmative action policy should be accompanied by
support mechanisms at Colleges to enhance female teachers’ academic performances.
Most important, Government should design strategies to attract potential candidates with
the required interest and academic capacity, rather than considering the ‘Would be
Teacher’ clubs as a last resort.
 MoE and REB should work together to finalize the revision and preparation of the new
Practicum guideline aimed at maintaining the standard of practicum programs across the

83
CTEs. In addition, partnership between Colleges and schools need to be improved to
effectively manage the practicum program.
 There should be incentive mechanisms attached to the Higher Diploma Program (HDP).
Most important, continuity of HDP courses should be ensured and there should be
systematic follow up to review the visible impact of the HDP.
 ELICs are envisaged to be center of excellence in English language improvement
programs. Therefore, there should be regular management support, appropriate facilities in
ELICs to realize the ultimate impact of the program. Moreover, VSO experts should focus
more on skill transfer for ensuring institutionalization, and sustainability of the program.
 There is no favorable environment for research and community services at CTEs. Many
factors came into play to describe the low status of research and community services (high
workload, inadequate budget support, low incentive mechanisms, low management
support, weak coordination, poor motivation or interest, and lack of reference materials
and facilities). Therefore, government should look into the situation and make strategic
direction as it requires strong coordination, resources, support, incentives, and
commitment. Moreover, the TDP strategy should fit into the Education and Training
Policy that aspires to make higher institutions research oriented in order to enable
students become problem-solving professional leaders.
 As quality improvement has become a central priority of education, an internal
management process of continuous follow up of inputs, processes and outputs are required
in order to identify strengths and weaknesses and take remedial actions. MoE and REB
should work together to develop comprehensive and strong monitoring and evaluation
system. In this regard, it is also important to align monitoring and evaluation system with
all aspects of the teacher development programs.
 Finally, TDP is a topic worthy of more research to develop further understanding or to delve into
the area more deeply. In this regard, the findings of this study were not conclusive. Firstly, the
study was conducted from the perspectives of teacher educators. Future research could sample the
wider stakeholders like school teachers, trainees, and REB to examine the situation further.
Secondly, this research examined the implementation of TDP in one Region, and future research
could determine if the situations are generalizable across Regions. Therefore, the researcher
recommends for further analysis about the situation as these findings themselves might point to
opportunities for future research.

84
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Watson, L. (2005, September). Quality Teaching and School Leadership: A scan of research
findings (Final Report). Retrieved October, 2010 from the Web site of Lifelong
Learning Network, Division of Communication and Education:
http://www.canberra.edu.au/lifelong.

92
Appendices
Appendix-A
ADDIS ABABA UNIVERSITY

INSTIUTE OF EDUCATIONAL RESEARCH

Questionnaire to be filled by teacher educators

Dear respondents;

The purpose of this questionnaire is to gather data for the research conducted to study implementation
status of General Education Quality Improvement program (GEQIP) with particular emphasis to
Teacher Development Program (TDP) component in College of Teacher Education (CTE) in Oromia.
The assessment focuses on the regular training program of the institutions. In this regard, the data
collected will provide information needed to better understand the implementation status of the
program.

Your answers to these questions are completely confidential (no one will ever have access to your
individual answers). Therefore, if this questionnaire is to be useful, I kindly request you to cooperate in
honestly filling out the questionnaire.

N.B

 No need of writing your name.


 The assessment focuses on the implementation status of Teacher Development Program during
the last three years (2001-2003 EFY) in the College of Teacher Education (CTE).
 Mark your responses in space provided by putting “” mark.
 For any additional opinion or explanation, you are kindly requested to write briefly as much as
possible in the space provided.
 The questionnaire consists of nine parts: Background information, Assessment questions on the
contribution of Teacher Development Program (TDP) to facilitate teacher’s professional
competencies, assessment questions about TDP Implementation, Continuing Professional
Development (CPD), and Benefits to PD experiences, PD Implementation Approaches Barriers
to engagement in PD, and Program monitoring, and evaluation and general comment.

Thank You in advance for your cooperation and assistance

1
Part I: Background Information

1. Name of your Institution ______________________________________________________


2. Your current position _________________________________________________________
3. Sex
Male Female
4. Your current Educational Qualification
College Diploma BA/BSc /BEd
MA/MSC/MEd PhD

5. Teaching experience in years


1-5 11-15
6-10 16 years and above
6. Pedagogical Background
Education
Applied
Others

7. How many years did you serve in this institution? _________________________________

8. What is your current status in the participation of Higher Diploma Program (HDP)?

Already enrolled and attending

Certified

Not Yet

2
Part II: Assessment questions about Teacher Development Program (TDP) and/or Implementation.
1. According to your opinion what are the main objectives of Teacher Development Program?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________

2. To what extent do you agree


with the following statements about GEQIP/TDP and/or its implementation? Please use the
following rating scale and indicate your judgment by putting “” mark.
1. Strongly Disagree 3. Undecided 5. Strongly Agree
2. Disagree 4. Agree
Rating scale
No. Teacher Development Program
1 2 3 4 5
There is significant contribution of GEQIP/TDP towards government
2.1 efforts to improve quality of the general education
There exists low commitment among teacher educators to work together
2.2 towards the institutional vision
There is poor coordination among the stakeholders in the implementation

2.3 of TDP (schools, community, Education Bureau, Ministry of Education,


etc)
There is lack of adequate management support in the implementation of
2.4 teacher development program
There is poor monitoring and evaluation system in the implementation of
2.5 TDP

Part III: The status of Continuing Professional Development (CPD) implementation and teacher-
educators’ engagement/participation in CPD) activities.

1. Do you maintain your own portfolio of CPD activities?


1. Yes 2. No
2. How do you judge the extent of your participation in each of following PD activities during the
last three years? Please use the following rating scale and indicate your response by putting “”
mark.

3
1. Very Low 2. Low 3. Average 4. High 5. Very High

Types of professional development Rating Scale


activities 1 2 3 4 5
2.1 Induction
2.2 English Language Quality Improvement
Program (ELQIP)
2.3 Content knowledge
2.4 Active learning
2.5 Student-centered teaching
2.6 Continuous assessment
2.7 Practicum-principles and practices
2.8 School supervision
2.9 Action research
2.10 Mentoring
2.11 Classroom management
2.12 Issues related to student discipline
2.13 ICT (Information Communication
Technology)
2.14 Issues of partnership
2.15 On issues of clustering of schools and
TEI

3. If there are other areas of PD activities you have participated in more, please mention.
a. _________________________________________________________________

b. ________________________________________________________________

c. ________________________________________________________________

4
PART IV: Assessment Questions on Benefits of PD experiences

1. In the last three years, how do you evaluate the benefits of your PD experience? Please
indicate your judgments on each attribute of the program by putting “” mark.
1. Strongly Disagree 3. Undecided 5. Strongly Agree
2. Disagree 4. Agree

Rating scale
No. Benefits of PD
1 2 3 4 5
1.1 PD practices has had the largest impact on my work

1.2 PD improved gains in content knowledge


1.3 PD helped me to trigger or respond to the adoption of new
techniques of teaching and learning
1.4 PD improved my classroom management skills
1.5 PD helped me to develop greater sense of efficacy (beliefs
about your capacity to impact student achievement)
1.6 PD leveraged efforts to improve student achievements
1.7 PD enhanced sustained changes in teaching practices
1.8 PD strengthened important psychological and /or motivational
aspects in teaching
1.9 PD enhanced commitment to teaching

1.10 Enhanced opportunities for interaction with program


participants and other professionals

PART V: Barriers to participation in PD activities

1. Based on your own experiences in CPD, to what extent do you agree that the following
are barriers to participation in CPD activities? Please indicate your level of agreement by
putting “” mark.
1. Strongly disagree 3. Undecided 5. Strongly Agree
2. Disagree 4. Agree

5
No. Barriers to participation in professional development 1 2 3 4 5
1.1 Conflict with work schedule
1.2 Did not have the prerequisites (experience, other
requirements,)
1.3 Lack of management support
1.4 Lack of information
1.5 Heavy workload
1.6 CPD is not part of your institution’s development
plan
1.7 Topics do not correspond with real demands of
teachers
1.8 CPD lacks clear link between succeeding PD course
topics and content
1.9 Resource teachers lack sufficient content knowledge
or pedagogic skills
1.10 CPD modules are not relevant to local
needs/conditions

1. If there are other possible barriers to participation in PD activities, please mention them.
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_________________________________________________________

Part VI: Engagement in research and community services.

1. The following are evaluation questions with regard to your engagement in research and community
services beyond teacher training in your CTE. Please use the following rating scale and indicate
your judgments by putting “” mark against each evaluation questions.
1. Strongly Disagree 3. Undecided 5. Strongly Agree
2. Disagree 4. Agree

6
Rating scale
No. Participation in research and community services
1 2 3 4 5
1.1 Participation in collaborative research has enhanced my
Professional development efforts.
1.2 Engagement in research activities has contributed for institutional
development.
1.3 Engagement in action research has helped me in improving my
teaching methods based on the findings of action research.
1.4 There is opportunities /mechanisms to communicate my research
findings to the community at large
1.5 I apply the best of my knowledge to the problems of the
community through linkages with schools and community
institutions

2. In your situation, what are the main challenges in the engagement in research and
community services? Please mention challenges and possible recommendations for
future improvements.
2.1 Challenges to engagement in research:
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2.2 Challenges to engagement in community services:


____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2.3 Possible recommendations:

7
____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Part VII: Program monitoring and evaluation.

1. The following statements are prepared to assess the status of program monitoring in the
implementation processes of TDP in your institution. Please use the following rating scale and
evaluate the status by putting “” mark.
1. Strongly Disagree 3. Undecided 5. Strongly Agree
2. Disagree 4. Agree

Rating scale
No. Status of program monitoring
1 2 3 4 5
There exists built in monitoring and evaluation system in the
1.1
implementation of TDP
There is high confidence within the institution that
1.2
monitoring activities are of value to program improvement
1.3 There exists fixed schedules for monitoring

1.4 The existing approaches to monitoring is adequate

There are feedback mechanisms for reviewing and using the


1.5 findings from monitoring and evaluation activities
There is lack of capacity (human and resource) to undertake
1.6
and manage monitoring and evaluation initiatives
There is more stress on the quantitative dimensions of
1.7 monitoring rather than qualitative indicators
Monitoring activities are largely disconnected/lacks
1.8 coherence from TDP improvement activities

2. What do you think are the main challenges to program monitoring in the implementation of TDP?
_____________________________________________________________________________

_____________________________________________________________________________

8
_____________________________________________________________________________

_________________________________________________________

3. What are your recommendations to enhance monitoring practices towards the improvement of TDP
implementation?
_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_________________________________________________________

Part VIII: General comment and opinion about TDP implementation

1. What are the main contributions of GEQIP in the improvement of quality education
and the teacher training program?
 ---------------------------------------------------------------------------------------------

 ---------------------------------------------------------------------------------------------

 ---------------------------------------------------------------------------------------------
 ---------------------------------------------------------------------------------------------
2. What are the major challenges encountered in the implementation of Teacher
development Program?
 ---------------------------------------------------------------------------------------------

 ---------------------------------------------------------------------------------------------

 --------------------------------------------------------------------------------------------
3. What do you suggest the possible recommendations to improve TDP
implementation?
 ---------------------------------------------------------------------------------------------
 ---------------------------------------------------------------------------------------------
 ---------------------------------------------------------------------------------------------

Thank you once again for your kind cooperation!!


9
Appendix-B

General interview guide Questions: For Deans/Vice Deans/TDP focal persons of


CTEs.

1. How is the overall implementation status of TDP (both Pre-service


and in-service training)?
 Contributions of GEQIP/TDP in quality improvement programs,
 Challenges in the GEQIP program coordination, fund
management, and reporting,
 Monitoring and evaluation of TDP,
 Engagement in research and community services,
 Opportunities and challenges in the implementation of TDP,
 Availability of guidelines, training manuals,
 Teachers’ participation in different areas of TDP in ELQIP,HDP,
CPD, etc)
2. Is there any technical support or capacity building initiative with
regard to fund management and reporting from (MoE, REB,BoFED,
etc)?
3. What are the possible recommendations for better fund management
and reporting?
4. What would be your possible recommendations for improving
quality of TDP implementation in the future?

10
Appendix-C

FGD Guides for Teachers

1. What are the main developments in the implementation of TDP


(both Pre-service and in-service training)?
 participation in different areas of TDP CPD, ELQIP,HDP,
practicum, etc),
 research and community services,
 monitoring and evaluation,
2. How do you judge the contribution of GEQIP in quality
improvement program?
3. What are the main challenges in the implementation of TDP?
4. What would be your possible recommendations for improving
quality of TDP implementation in the future?

11
Appendix-D

General Interview Guide Questions: Practicum Program Focal Person

1. What are the main developments in the implementation of practicum


program?
2. Are there regular training programs for supervisors and mentors on
the implementation of the practicum?
3. How is the implementation of the provision of cost of travel and
subsistence of teacher candidates and their supervisors while on
school placement?
4. What practical challenges are there in the implementation of the
practicum?

12
Appendix-E
General Interview Guide Questions: Higher Diploma Program (HDP) Focal
Person

1. How is the implementation status of HDP in your institution?


2. Is there an initiative to establish a network of “moderating
institutions” each assigned to a cluster of institutions to maintain the
quality of HDP?
3. How is the contribution of HDP in the improvement of the
professional competence of teacher educators?
4. What challenges are there in the implementation of HDP program?
What would be the possible recommendations?

13
Appendix-F

General Interview Guide Questions: ELQIP Coordinator

1. In your institution, is there initiative to create a network through


ELICs with their surrounding schools?
2. What are the main developments in the improvement of English
language instruction in your CTE?
3. In the last three years, what kind of technical supports did
you/ELIC staff gets (from MoE, REB, etc)?
4. How is the contribution of ELQIP in the improvement of the
professional competence of teacher educators?

14
Appendix-G
General Interview Guide Questions: Continuing Professional Development
Coordinator

1. What are the main developments in the implementation of CPD program in


your College?

2. How is the participation of teachers in CPD programs? What challenges


are there?

3. What challenges are there in the implementation of CPD program?

4. What would be the main recommendations?

15
Appendix-H

Observation Check List:

No. Items status Remark


1 HDP center:
 Status of the center
 Facilities
 Availability of facilities

2 CPD center:
 Status of the center
 Facilities
 Availability of facilities

3 ELIC:
 Status of the center
 Facilities
 Availability of facilities

16
Appendix-I

Reliability of Questionnaire Items


1 Reliability test on Areas of TDP Program and/or Implementation

Reliability Statistics

Cronbach's
Alpha N of Items
.719 5

Scale Mean Scale Corrected Cronbach's


if Item Variance if Item-Total Alpha if Item
Items Deleted Item Deleted Correlation Deleted
There is significant contribution of GEQIP
towards government efforts to improve 25.88 22.783 .221 .721
quality of the general education

There exists low commitment among


teacher educators. 26.63 21.183 .140 .757

There is poor coordination among the


stakeholders in the implementation of TDP
(schools, community, Education Bureau, 26.63 18.783 .674 .647
Ministry of Education, etc)

There is lack of adequate management


support 26.75 19.533 .282 .726

There is poor monitoring and evaluation


system in the implementation of TDP 26.81 18.296 .428 .688

17
3. Reliability test on Teachers’ Participation in Professional Development Activities

Reliability Statistics

Cronbach's
Alpha N of Items
.781 15

Cronbach's
Scale Mean Scale Corrected Alpha if
if Item Variance if Item-Total Item
Items Deleted Item Deleted Correlation Deleted
Induction
57.88 48.517 .643 .742
English Language Quality Improvement
Program (ELQIP) 57.81 50.696 .638 .745

Content knowledge
57.44 59.196 .312 .774
Active learning
58.38 72.783 -.546 .782
Student-centered teaching
57.38 61.183 .258 .778
Continuous assessment
57.31 57.029 .443 .766
Practicum-principles and practices
57.94 54.729 .652 .753
School supervision
58.13 59.850 .176 .783
Action research
57.00 57.733 .554 .764
Mentoring
57.94 56.063 .477 .763
Classroom management
57.75 65.667 -.220 .810
Issues related to student discipline
57.69 55.829 .378 .769
ICT (Information Communication
Technology) 57.25 59.400 .161 .786

Issues of partnership
57.50 52.800 .659 .748
On issues of clustering of schools and TEI
58.19 52.163 .729 .743

18
4. Reliability test on Benefits of Professional Development Activities

Reliability Statistics

Cronbach's
Alpha N of Items
.763 10

Scale
Variance Corrected Cronbach's
Scale Mean if if Item Item-Total Alpha if Item
Item Deleted Deleted Correlation Deleted
PD practices has had the largest impact on
my work 40.88 12.383 .284 .771

PD improved gains in content knowledge


41.13 12.383 .497 .735
PD helped me to trigger or respond to the
adoption of new techniques of teaching and 40.75 11.533 .782 .702
learning

PD improved my classroom management


skills 40.63 11.983 .780 .710

PD helped me to develop greater sense of


efficacy (beliefs about your capacity to 40.63 11.983 .780 .710
impact student achievement)

PD leveraged efforts to improve student


achievements 40.94 13.396 .288 .759

PD enhanced sustained changes in teaching


practices 40.94 13.396 .288 .759

PD strengthened important psychological and


/or motivational aspects in teaching 40.88 14.383 .079 .777

PD enhanced commitment to teaching


41.00 14.000 .173 .769
Enhanced opportunities for interaction with
program participants and other professionals 40.75 13.400 .407 .748

19
5. Reliability test on Barriers to Participation in Professional Development Activities

Reliability Statistics

Cronbach's
Alpha N of Items
.891 10

Scale Mean Scale Corrected Cronbach's


if Item Variance if Item-Total Alpha if Item
Items Deleted Item Deleted Correlation Deleted
Conflict with work schedule
28.81 46.696 .715 .873
Did not have the prerequisites
(experience, other requirements,) 29.44 45.863 .679 .877

Lack of management support


28.81 48.296 .878 .866
Lack of information
28.63 48.250 .773 .871
Heavy workload
28.19 58.563 .057 .910
CPD is not part of your
institution’s development plan 30.06 45.263 .826 .865

Topics do not correspond with real


demands of teachers 29.38 49.450 .652 .878

CPD lacks clear link between


succeeding PD course topics and 29.38 46.650 .761 .870
content

Resource teachers lack sufficient


content knowledge or pedagogic 29.31 50.229 .573 .884
skills

CPD modules are not relevant to


local needs/conditions 29.38 52.517 .395 .896

20
6. Reliability test on engagement in research and community services

Reliability Statistics

Cronbach's
Alpha N of Items
.933 5

Scale Mean Scale Corrected Cronbach's


if Item Variance if Item-Total Alpha if
Items Deleted Item Deleted Correlation Item Deleted
Participation in collaborative research
has enhanced my Professional 13.31 18.496 .718 .940
development efforts.

Engagement in research activities has


contributed for institutional 12.81 17.229 .860 .911
development.

Engagement in action research has


helped me in improving my teaching
methods based on the findings of 12.81 19.363 .754 .930
action research.

There is opportunities /mechanisms to


communicate my research findings to 13.25 18.867 .906 .905
the community at large

I apply the best of my knowledge to the


problems of the community through
linkages with schools and community 13.06 18.329 .910 .902
institutions

21
7. Reliability test on Program monitoring and evaluation

Cronbach's
Alpha N of Items
.749 8

Scale Scale
Mean if Variance if Corrected Cronbach's
Item Item Item-Total Alpha if Item
Items Deleted Deleted Correlation Deleted
There exists built in monitoring and
evaluation system in the implementation 29.94 19.529 .688 .672
of TDP

There is high confidence within the


institution that monitoring activities are 30.06 22.196 .500 .713
of value to program improvement

There exists fixed schedules for


monitoring 29.94 20.863 .676 .681

There is appropriate monitoring system


in the implementation of TDP 30.31 25.563 .125 .784

There are feedback mechanisms for


reviewing and using the findings from 29.19 21.096 .767 .671
monitoring and evaluation activities

There is lack of capacity (human and


resource) to undertake and manage 29.25 24.333 .389 .732
monitoring and evaluation initiatives

There is more stress on the quantitative


dimensions of monitoring rather than 29.44 24.129 .356 .737
qualitative indicators

Monitoring activities are largely


disconnected/lacks coherence from TDP 29.25 26.600 .197 .755
improvement activities

22
Annex J

1. Chi-Square Tests for Teacher Educators’ Knowledge about the Objectives of TDP (Colleges as an
independent variable)

Asymp. Sig. (2-


Statistics Value df sided)
Pearson Chi-Square 3.425 6 0.754*
Likelihood Ratio 3.510 6 0.743

a 2 cells (16.7%) have expected count less than 5. The minimum expected count is 3.37.
* p>0.05

2. Chi-Square Tests for Teacher Educators’ Knowledge about the Objectives of TDP (Educational
Qualification as an independent variable)

Asymp. Sig. (2-


Statistics Value df sided)
Pearson Chi-Square 11.161 6 0.084*
Likelihood Ratio 11.427 6 0.76

a 4 cells (33.3%) have expected count less than 5. The minimum expected count is .15.
*p>0.05

23
Annex K

Summary of one way ANOVA result for the status of TDP Implementation

Sum of Mean
Variations Squares df Square F Sig.
There is significant contribution of Between
1.642 2 .821
GEQIP/TDP towards government Groups
1.135 .325
efforts to improve quality of the Within
86.765 120 .723
general education Groups
Total
88.407 122
There exists low commitment Between
3.549 2 1.775
among teacher educators to work Groups 1.473 .233
together towards the institutional Within
144.613 120 1.205
vision Groups
Total 148.163 122
There is poor partnership among the Between
.483 2 .242
stakeholders in the implementation Groups .151 .860
of TDP (schools, community, Within
191.387 120 1.595
Education Bureau, Ministry of Groups
Education, etc) Total 191.870 122
lack of adequate management Between
41.199 2 20.600
support in the implementation of Groups 12.936 .000*
TDP Within
191.093 120 1.592
Groups
Total 232.293 122
There is poor monitoring and Between 3.401 2 1.701
evaluation system in the Groups
implementation of TDP Within 135.298 120 1.508 0.225
1.701
Groups
Total 138.699 122

Note. * P<0.05

24
Annex J
Summary of one way ANOVA result for TDP monitoring and evaluation

Sum of Mean
Variations Squares df Square F Sig.
There exists built in monitoring and evaluation Between
1.613 2 .807
Groups .560 .572
system in the implementation of TDP
Within
171.272 119 1.439
Groups
Total 172.885 121
There is high confidence within the institution Between
2.485 2 1.243
that monitoring activities are of value to Groups 1.082 .342
program improvement Within
135.531 118 1.149
Groups
Total 138.017 120
There is high confidence within the institution Between
4.581 2 2.291
that monitoring activities are of value to Groups
Within 1.765 .176
program improvement 155.711 120 1.298
Groups
Total
160.293 122
The existing approaches to monitoring is Between
3.281 2 1.640
adequate Groups .832 .437
Within
234.498 119 1.971
Groups
Total 237.779 121
There are feedback mechanisms for reviewing Between
1.090 2 .545
and using the findings from monitoring and Groups .441 .645
evaluation activities Within
148.390 120 1.237
Groups
Total 149.480 122
There is lack of capacity (human and resource) Between
1.563 2 .781
to undertake and manage monitoring and Groups .485 .617
evaluation initiatives Within
193.234 120 1.610
Groups
Total 194.797 122
There is more stress on the quantitative Between
.235 2 .118
dimensions of monitoring rather than qualitative Groups .188 .829
indicators Within
75.131 120 .626
Groups
Total 75.366 122
Monitoring activities are largely Between
.531 2 .266
disconnected/lacks coherence from TDP Groups .164 .849
improvement activities Within
194.168 120 1.618
Groups
Total 194.699 122

25

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