ABSTRACT

This study aimed to explore the nature of the continuous professional development (CPD) programme adopted in Ethiopian schools and the underlying contextual factors that constrained its implementation by examining primary school teachers’ perspectives. Twenty-four primary school teachers from four schools participated in the study. A qualitative case study design was employed, and data were collected through semi-structured interviews, focus group discussions, and document review to get insights about teachers’ school-based CPD practices. The analysis of the data found that CPD was considered a top-down, undifferentiated, less relevant in contents, and bureaucratic activity that has little to do with the professional development of teachers. On the other hand, CPD appeared to be dependent on the school and the local educational leadership contexts. The political, economic and social environment also tended to affect teachers’ motivation to aspire for teaching in general and CPD in particular.

摘要

本研究旨在通过考察小学教师的观点，探讨埃塞俄比亚学校采用的持续专业发展 (CPD) 计划的性质以及限制其实施的潜在背景因素。来自四所学校的二十四名小学教师参加了研究。采用定性案例研究设计，通过半结构化访谈、焦点小组讨论和文件审查收集数据，以了解教师在学校的 CPD 实践。数据分析发现，CPD被认为是一种自上而下、无差别、内容相关性较低、与教师专业发展关系不大的官僚活动。另一方面，CPD 似乎依赖于学校和当地教育领导环境。