The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia

Abstract

ABSTRACT The general purpose of this study was to examine the relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in Injibara City Administration primary schools. This study used a correlation research design, and data was collected from randomly selected 95 primary school teachers in Injibara City Administration primary schools. The collected data is analyzed using a one-sample t-test, Pearson’s correlation coefficient, and one-way ANOVA. The findings revealed that teachers were less ready to change their teaching practices. Furthermore, it was found that teachers’ readiness for change dimensions had a statically significant correlation with teachers’ engagement in continuous professional development at p<.05. Lastly, the findings of this study indicated that teachers’ experience in continuous professional development engagement is a significant predictor of their readiness for change. Therefore, the school leaders, stakeholders, government, and Woreda education office should do tasks that can enhance teachers’ readiness for change.