English Teachers’ Preferences of Professional Development Activities in Four Secondary Schools of Gurage Zone

Journal Title: IOSR Journal of Humanities and Social Science - Year 2019, Vol 24, Issue 1

Abstract

The purpose of this study was to assess EFL teachers‟ preferences of Professional Development activities. To achieve this, descriptive survey design with both quantitative and qualitative approach was employed. The subjects of the study were thirty one EFL teachers, four CPD facilitators, four school principals and four supervisors from four secondary schools. Census method for EFL teachers and purposive sampling for CPD facilitators, school principals and supervisors were used as sampling techniques. Questionnaire, FGD and EFL teachers‟ CPD document analysis were employed as data collection instruments. Data obtained from questionnaires were analyzed using descriptive statistics such as: frequency, percentages and mean while qualitative data were analyzed thematically. The findings indicated that the majority of EFL teachers preferred short-term trainings and workshops as their CPD activity. It is concluded the existing teachers‟ CPD activity needs re-designing to meet teachers‟ preferences. The study also indicated that there is no follow up and evaluation mechanisms on teachers‟ CPD. CPD activities should be connected to teachers‟ appraisal and career development.

Authors and Affiliations

Daniel Girma, Hailu Wubshet, Fekede Menuta

Keywords

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  • EP ID EP442068
  • DOI 10.9790/0837-2401033342.
  • Views 46
  • Downloads 0

How To Cite

Daniel Girma, Hailu Wubshet, Fekede Menuta (2019). English Teachers’ Preferences of Professional Development Activities in Four Secondary Schools of Gurage Zone. IOSR Journal of Humanities and Social Science, 24(1), 33-42. https://europub.co.uk/articles/-A-442068