Teachers' Perspectives Towards Professional Training Programs at Arba Minch University, Ethiopia: Focus in Higher Diploma Program Training

Zelalem Zekarias Oliso

doi:10.7176/jep/12-4-05

Abstract

The purpose of this qualitative inquiry was to investigate teachers' perception towards Higher Diploma Program (HDP) training. To this end, qualitative research approach was employed with semi-structured interviews and focus group discussion (FGD as main data gathering tool). The participants for this study were purposively selected. Semi-structured interview was conducted with HDP Coordinators and Higher Diploma Leaders and Tutors. Following interview, focus group discussion was conducted with Higher Diploma Candidates. The data gathered were analyzed using case study design methods. Major themes and sub themes are described by inductive processes based on the grounded theory method. The finding of this study revealed that teachers have positive perception towards HDP training program because it improves teachers' professional knowledge. However, the study participants throughout in the interview and focus group discussion session noticed that HDP training lacks incentive, follow up and support from the side of the university. It was therefore recommended that the university should improve the incentive mechanisms as well as follow up and support for the success of the program. Keywords : Professional Training, Perspective; Higher Diploma Program; Profession; Quality Teaching DOI: 10.7176/JEP/12-4-05 Publication date: February 28 th 2021

Highlights

INTRODOCTION Teachers are the main factor contributing to quality education
To gain some methodological skills, participants underline that it creates a forum for learning from one another; My perception towards Higher Diploma Program (HDP) training is positive,” says one participant, “because it is a big tool for teachers in order to improve their professional knowledge on how to teach the learners
After I participated in HDP training, I developed a positive attitude towards the HDP training, because I acquired necessary practical, professional knowledge on different methods of teaching, assessment methods, ways of implementing active learning methods in the large class size etc. (Male, FGD Participant, 2)

Summary

Introduction

INTRODOCTION Teachers are the main factor contributing to quality education. The nation can be developed from the responsibility of the teacher (Boonmak et al, 2015). According to New Education and Training Policy (NETP) of Ethiopia (1994), teachers starting from kindergarten to higher education, are required to have the necessary teaching qualification and competency in the media of instruction, through pre-service and inservice training Those who educate higher education students must themselves be of high quality, be highly competent in order to produce better skilled manpower. Considering my first-hand experience as HDL at Arba Minch University and low participation of teachers in the HDP training, I identified the topic as an important area of investigation for the clarification of teachers' perception, the opportunities of the program for their professional development and exploring the situation of HDP in the context of our education system in general and the university's academic development settings in particular. What are the challenges encountering the smooth running of the HDP training?

Methods

Results

Conclusion