Graduate Student Dissertations, Theses, Capstones, and Portfolios
Date of Award
Spring 5-2017
Document Type
Dissertation
Granting Institution
Lynn University
Degree Name
Doctor of Education (EDD)
Degree Program
Educational Leadership
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.
Recommended Citation
Betemariam, B. A. (2017). Generating Evidence: The Evaluation of the Teacher Continuous Professional Development Framework, in Case of Ethiopia [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/5