Tadesse, Solomon (2013) The Impact of Teacher Training on Teaching Performance and Teachers' Effectiveness in the Context of Non-Formal and Formal Basic Education: In the Case of Amhara Region. Masters thesis, Addis Ababa University.
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Abstract
The main purpose of this study was to determine and compare the impact of teacher training program in the ABE centers. Who have had two weeks of preservice training and teachers in the formal school who have had one year preservice training and also ABE facilitators with further in service training. The study sample involved three sample groups of teachers and children taught by the respective teachers. Teaching performance comparison grouped in three groups, which ABE facilitators with two weeks pre-service training was the main group of the study and the other two sample control groups are (1) from the formal school teachers who have had one year pre-service training and (2) facilitators who have had further in-service training (With their respective children). The sample for teachers include 17 from ABE facilitators (uncertified), 19 from ABE facilitators (certified) and 37 teachers from formal schools The respective children are also 175 from ABE centers (uncertified facilitators), 137 from ABE centers with 9Certified facilitators) and 347 from formal schools. Data for the study were collected using four different instruments. (1) teachers performance observation schedule (2) teachers made achievement test, (3) questionnaire for teachers and (4) Children questionnaire. The first instrument was intended for soliciting data per-training on teachers' teaching performance. The second instrument was to collect dada on children achievement. The third instrument was meant for collecting more complementary data that concern • teacher's perception and opinions on support and problems related issues. The • 11 last one was collected in view of determining children background that has effect on their learning. The study came up with findings, which could be summarized as follows: i. The three groups of teachers considered in the study had low teaching performance ii. Three was no statistically significant differences between the three groups of teachers in teaching performance iii. Children taught by facilitators (uncertified) were performing much lower in all subjects than the two sample groups of children iv. All children in the sample groups were performing very low in mathematics v. In the ABE centers much of the program components do not convey the guiding principle of the ABE program. The quarterly refresher training, supervision and follow up and the leadership expected from the community were no more existent. vi. Absenteeism of children, lack of commitment among village community members and low performance of children were dominantly observed in the ABE Centers with the facilitators (uncertified) Vll. Facilitators who have had in service training, despite the fact that they were qualified as primary school teacher, they were not benefited as equal as teachers in the formal school. They are not employed as permanent teacher, which had eventually resulted in dissatisfaction (de motivation).
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Africana |
| Depositing User: | Kabiru Wallace Ndung'u |
| Date Deposited: | 19 Aug 2019 08:30 |
| Last Modified: | 19 Aug 2019 08:30 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/9423 |
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