Date of Award

Spring 5-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EDD)

Department

College of Education

First Advisor

Nancy Kline

Second Advisor

Joe Melita

Abstract

Ethiopia faces a tremendous challenge producing an adequate supply of teachers to meet demands while maintaining the quality of education. Today, 497,737 (0.55%) of the teaching population in Ethiopian support 44,555,953 (49%) of the student population under the age of 18. Out of which, 70% stated they would leave the teaching profession given the opportunity. To address these issues, the Ethiopian Ministry of Education introduced the 2009 Continuous Professional Development (CPD) framework as part of the strategic intervention plan. The Ministry spent over $132.2 million US dollars on teacher development over nine years to improve the quality of education, teachers’ performance, and students’ achievement. Hence, this study focused on seeking evidence to identify key efficiency and performance indicators of the CPD program’s accomplishments and to find support if its accomplishments produced valid and effective outcomes. This case study centered on identifying the key indicators based on the experiences and perspectives of the research participants. The results confirmed a discrepancy between the program’s assumptions and expectations and real life outcomes. The findings supported a ground up approach that encourages teachers’ involvement in the early stages of the program’s design and implementation to gain commitment, enhance performance, and develop sustainable professional growth. The study recommended a technology-based CPD training delivery platform for teachers in Ethiopia to provide easier access to the training program and to help sustain evidence-based performance evaluation system, which is essential for validating the effectiveness of the CPD framework.

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