Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions

Abstract

A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. This study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching effectiveness of the PGDT and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from participant students (n = 214) and teachers (n = 16) using purposive sampling. To gather data, questionnaires were employed. The data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. The findings of the study revealed that students and teachers show slightly more positive perceptions of the effectiveness of PGDT, especially in subject matter knowledge; the scores are also significant. However, the results indicated that both the PGDT and integrated curriculum graduate teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and research on PGDT. Limitations and future directions of the study are also summarized and discussed.