The Role of the ‘Post Graduate Diploma in Secondary School Teaching’ Program in Improving the Quality of Teaching in Eastern Ethiopian Secondary Schools

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Wondemetegegn, Sisay ; Ahmed, Anwar ; Zelalem, Tamrat (2017)
  • Publisher: Institute of Educational Sciences at Jesuit University Ignatianum in Kraków
  • Journal: Multidisciplinary Journal of School Education (issn: 2543-8409, eissn: 2543-7585)

This study dealt with the role of the Postgraduate Diploma inSecondary School Teaching (PGDT) program in improving the quality ofteaching in Eastern Ethiopian secondary schools. The study used a mixed research design that integrated both qualitative and quantitative researchmethods concurrently. The data was collected from 140 respondents, comprised of 83 teachers and 57 school leaders (i.e., mentors, principals, and headteachers) of 14 secondary schools found in four zones of Eastern Ethiopia.The researchers used simple random sampling to select secondary schools,whereas teachers and school leaders were selected using purposive and expert sampling techniques respectively. Quantitative data was collected viaa questionnaire and qualitative data through focus group discussion (FGD),interview, and observation. The data is analyzed both in a qualitative anda quantitative manner. The findings of the study showed that PGDT graduatesseem to be contributing their part to enhancing quality education by raising high order thinking questions, implementing classroom activities suchas: problem-solving, cooperative leaning, discussion and brainstorming,^L1/2016 (9)Multidisciplinary Journal of School EducationSisay Awgichew WondemetegegnAnwar AhmedTamrat Zelalem166frequently managing the classroom for active learning implementation, usingexercises to elicit students’ ideas, knowledge and skills and encouraging students to become active participants in classrooms. This is considered to be anencouraging trend for the desired improvement in teaching quality. The result of this study also demonstrated that PGDT graduates have good subjectmatter knowledge and apply it effectively in their classrooms. The grand meanof teachers’ and school leaders’ responses related with their subject matterknowledge is 4.33 and 3.81, respectively. This seemed to exist because of theirundergraduate program; they have had an opportunity to attain various majorcourses in the three-year bachelor program. After that, in order to becomea high school teacher, they had to attend a one-year or a two-summer longPGDT program to equip them with fundamental pedagogical skills. This is understood as the benefit of the new teacher-education program. Despite all ofthese facts and in contrast with the teachers’ response, the researchers observed that in most Eastern Ethiopia secondary schools teaching was dominated by traditional methods of teaching or lecturing. This approach makesstudents passive, less confident, unreflective and poorly motivated to enjoylearning. Furthermore, concerning students learning assessment, an inconsistency of application was observed. Therefore, the researchers suggested thatthe Ethiopian Ministry of Education, in collaboration with higher learning institutions and teacher-training colleges, would have to provide continuoustraining for secondary school teachers about student assessment, active andconstructivist methods of teaching to enhance quality education and producerobust graduates fit for the 21st century world of work and consciousness.Keywords: quality, teaching, PGDT
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