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IJSTR >> Volume 5 - Issue 9, September 2016 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Perception Of Pre-Service Trainees To The Training Program And Teaching Profession, The Case Of Adwa Teachers And Educational Leadership College, 2012 Graduates

[Full Text]

 

AUTHOR(S)

Workneh Gebreselassie

 

KEYWORDS

education, .implementation, intervention. Perception, in-service, Policy, pre-service, profession, program, training

 

ABSTRACT

Introduction The federal democratic republic government of Ethiopia has practiced the education training policy, since 1994. The target of the policy has been the improvement of access, quality, relevance, equity, efficiency in education sector In order to enhance the implementation of the policy several programs and interventions have been introduced, such as system of training quality teachers, both pre-service, and in-service, (USAID and MOE 2008). This research work has intended to assess the reaction of the 2012 graduates of Adwa teachers and educational leadership College, after they covered their three years training program, and prepared to celebrate their graduation. Objective Assess the reaction of the senior trainees to the quality of the training program and identify specific areas that need further intervention. Methodology-institutional based cross sectional study design was employed. This research work has been carried by dispatching 250 questionnaires randomly to 2012 graduate students of Adwa Teachers and Educational leadership College. Among these 220 (88%) returned. In total among the 424, 2012 graduates of Adwa Teachers and Educational leadership College 220 (51.9%) were involved in responding the questionnaires. The collected data was analyzed quantitatively entering in to a computer using SPSS version 16 using Ch-square, Annova, Sign test. Result- Among the respondents of this pre-service teachers training majority 152 (69%) entered to the training with interest towards the teaching profession, whereas, 68 (31%) entered without interest. Majority of the trainees 111 (73%) had joined to the training with interest, to the teaching profession, because the profession plays a role as foundation for the development of the country. Among of the trainee who joined to the training without interest to the profession 59 (86.8%) were with negative attitude to the profession, because teachers are with subsistence life condition. Majority of the trainees weather, he/she entered to the training with interest or without interest to the teaching profession, have influenced positively towards the profession, due to the pre-service training given in this college 176 (80%). The degree of the pre-service teachers training given in this college in influencing the trainees both who entered with interest and without interest to be in positive attitude towards the teaching profession is ranked, majority of the trainees 130 (59.1%) had said very high, 46 (20.9%) had said high, 28(12.7%) had said average, Majority of the trainees who joined to the training with interest continued with their positive attitude towards the teaching profession, even after they completed their training 144 (94.7%) .In the other way round 32 (47%) of the trainees who entered to this pre-service training without interest to the profession, develop positive attitude towards the profession, after they completed the training, whereas, 36 (53%) of them continued with their negative attitude towards the profession, even after they completed the training. Majority of the trainees 130 (59.1%) rated the contribution of the Adwa teachers educational leadership college pre-service training in developing positive attitude towards the teaching profession was very great. And all of them reason out it, by saying, because of the afforded courses as well as the instructors were building sufficiently the trainees both academically professionally and ethically. Followed to this 46 (20.9%) of the trainees who rated the contribution of the training in developing positive attitude towards teaching profession is great, among these 40 (87%) of them forwarded their reason, because most of the instructors of the college were building the trainees both academically professionally as well as ethically. Conclusion and recommendation Majority of the 2004 E.C graduated pre-service teachers training trainees of ACTELE joined to this pre-service training program having an interest in teaching profession. This positive attitude towards the teaching profession continued even after they completed their training. It had been assured by majority of the graduate trainees that the college played very great role in developing academically, professionally and ethically well build up trainees. But considerable amount of them claimed, problems in some instructors, accommodation, service and infrastructure and administrative case, therefore although the college is in very good situation, better to strengthened positive side and respond the claims of the trainees and be ready more to create conducive environment.

 

REFERENCES

[1] Derebssa Dufera (2006), The Ethiopian Journal of Education. Institution of Educational Research AAU 26 (2).

[2] David D.Dall etal (1995), what Teachers need to know. The knowledge, skills, and values essential to good teaching. A practical hand book,Heinemann USA

[3] MOE,1999 Frame work for school improvement Addis Ababa

[4] Mulugeta Tsegay (2007), opportunities and challenges in achieving universal primary education in Ethiopia. Journal of education for Development. College of Education AAU W1(11).

[5] USAID 2007 Effectiveness of the USAID School college linkage program in pre-service and in service teachers’ development programs in Ethiopia, Addis Ababa.

[6] USAID and MOE (2008) review of the Ethiopian education training policy and its implementation, executive summary, USAID and Federal Democratic of Ethiopia ministry of education, Addis Ababa.

[7] Zenawi Zerihun W,Yohannes (2007) stalk holders perceptions of the quality of academic programs, the case of Mekelle University, journal of education for development AAU 1(11).