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Contextualization of theory and practices of teachers’ effective professional development features in primary schools of Oromia Regional State, Ethiopia

Citation

Geletu, GM and Mekonnen, D and Mekonnen, GT, Contextualization of theory and practices of teachers' effective professional development features in primary schools of Oromia Regional State, Ethiopia, Journal of Education, Society and Behavioural Science, 34, (11) pp. 121-132. ISSN 2456-981X (2021) [Refereed Article]


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DOI: doi:10.9734/jesbs/2021/v34i1130372

Abstract

Aims: The main purpose of the study was to evaluate contextualization of theory and practices of teachers’ effective professional development features in primary schools in Ethiopia.

Methodology: Concurrent triangulation mixed method design was employed in the study. Questionnaires, interviews, focus group discussion, observation, and document examination were used to collect the data. A total of 615 participants took part in the study. The quantitative data were analyzed by using means, standard deviation, Pearson correlation, one-way-ANOVA, and multiple regression. The textual and contextual qualitative data were analyzed using thematic analysis. Both quantitative and qualitative data were interpreted and concurrently triangulated.

Results: Teachers did not incorporate and implement professional development critical features in continuous professional development (CPD) plans and activities. The prevailed effects from these professional development features were [content-focus, R2 =.105, active learning, R2 = .072, coherence (R2=.043, collective participation, R2=.037, and sustained duration, R2=.014]. The cumulative outcomes of effectiveness of CPD practices added to multiple regression (R2=.271) accounted for 27.1% to cause teachers’ improve classroom instruction though professional dynamics predict that professional development practice is effective when it causes teachers improve professional practices. Teachers’ participation in CPD activities, learning potential from CPD and application of new knowledge and pedagogical skills in the classroom were rated (M1=17.82, M2 = 15.74 & M3 = 14.79) by teachers and mentors and principals respectively. There was no statistically significant difference at p >.05 level in mean scores [F (2, 535) = 2.052, p = .135].

Conclusion: The findings of the study have implications for teachers in terms of planning and implementing specific class content and reflection activities in order to gain appropriate professional competences. Teachers need to upgrade their skills as they were not performing well in the classroom.

Item Details

Item Type:Refereed Article
Keywords:contextualization, theory, practices, professional development features
Research Division:Education
Research Group:Education systems
Research Field:Primary education
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:Mekonnen, GT (Mr Geberew Mekonnen)
ID Code:147835
Year Published:2021
Deposited By:Education
Deposited On:2021-11-18
Last Modified:2021-11-22
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