In-service teachers' professional development and instructional quality in secondary schools in Gedeo Zone, Ethiopia

Abstract

The study aimed to assess the relationship between in-service teachers' professional development and instructional quality in secondary schools in the Gedeo zone in Ethiopia. The study used a quantitative research approach with descriptive and co-relational survey designs to attain its goal. A combination of stratified random and purposive techniques was employed to select samples. Quantitative data were collected using the standard Teaching and Learning International Survey (TALIS), while qualitative data used semi-structured interviews. Based on the nature of the data, percentage, mean, and ordinal regression were utilized for quantitative data, while themes for qualitative analysis. According to the findings, the contribution of in-service professional development to instructional quality varies across dimensions. It contributes more to assessment (33.7%), followed by planning (32.9%), and less to the teacher as a person (29.1%), implementation (32.6%), and classroom management (32.6%). Besides, professional development activities such as seminars, curriculum meetings, action research, staff training, reflection, mentoring, and school visits are perceived to have little impact on teaching quality. However, an increase in age was associated with the likelihood of diminishing professional development's contribution to instructional quality (p < .05). Finally, teachers' professional development's impact on instructional quality varied by age, program type, and qualification level of secondary school teachers (p < .05). As a result, school leaders, local government, and Dilla University advised providing training to rethink the relationship between professional development activities and instructional quality in the study area. • The contribution of in-service professional development to instructional quality appears to be small. • Relatively, professional development contributes more for assessment, and less for a teacher as a person. • Professional development activities related to group work perceived to have little impact on teaching quality. • Age is commonly and negatively associated with teachers’ perception toward professional development. • Induction program and experience are positively associated to perception toward professional development contribution to planning and implementation.