Ethiopia faces a tremendous challenge producing an adequate supply of teachers to meet demands while maintaining the quality of education. Today, 497,737 (0.55%) of the teaching population in Ethiopia support 44,555,953 (49%) of the student population under the age of 18. Out of which, 70% stated they would leave the teaching profession given the opportunity. To address these issues, the Ethiopian Ministry of Education introduced the 2009 Continuous Professional Development (CPD) framework as part of the strategic intervention plan. The Ministry spent over $132.2 million US dollars on teacher development over nine years to improve the quality of education, teachers’ performance, and students’ achievement. Hence, this study focused on seeking evidence to identify key efficiency and performance indicators of the CPD program’s accomplishments and to find support if its accomplishments produced valid and effective outcomes. This case study centered on identifying the key indicators based on the experiences and perspectives of the research participants. The results confirmed a discrepancy between the program’s assumptions and expectations and real life outcomes. The findings supported a ground up approach that encourages teachers’ involvement in the early stages of the program’s design and implementation to gain commitment, enhance performance, and develop sustainable professional growth. The study recommended a technology-based CPD training delivery platform for teachers in Ethiopia to provide easier access to the training program and to help sustain evidence-based performance evaluation system, which is essential for validating the effectiveness of the CPD framework.
|Advisor:||Gleek, Charlie, Kline, Nancy|
|School Location:||United States -- Florida|
|Source:||DAI-A 79/03(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Education Policy, Teacher education|
|Keywords:||In-service training, Professional development, Teacher leverage, Teacher motivation, Teacher performance|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be