Title of paper

Adequacy of Summer -in-Service Program for Enhancing Professional Competence of Teachers: Implication for Quality of Education

Presenter's country

Ethiopia

Start Date

27-5-2016 4:00 PM

End Date

27-5-2016 5:05 PM

Location

Hall I

Submission type

Presentation

Abstract

The quality of a country relies on the quality of its citizens who are in turn depending essentially on quality education, and ultimately the quality of education relies on the quality of teachers. The primary purpose of this study was to investigate the view of University lecturers and summer students on the adequacy of summer in-service program for enhancing professional competence as well as to identify challenges that hinder quality education. Descriptive research method with cross-sectional study design was employed, and primary and secondary sources were used. The subjects of this study were the academic staffs and summer students of Madda Walabu University. A total of 275 students were taken as a sample through stratified sampling technique and the selection of samples was done by systematic random sampling technique. Primary data were collected using questionnaires, interviews, focus group discussions and Observation. Quantitative data were analyzed using SPSS version 20, and the qualitative data were analyzed thematically. The finding revealed summer in service program was inadequate to improve students’ subject matter knowledge (Mean= 2.4). The primary reasons for the teacher students’ decisions to involve in summer in-service program were found to be fundamentally both economic interests (to get better salary and to join good working place) and improving knowledge and/or skills. The study indicated that shortage of time, communication barrier, lack of modules and references, cheating, low facility provisions, low motivation and interest of students, lengthy duration of the program(6 years), redundancy of courses, lack of appropriate criteria to classify courses as face- to -face and distance were major challenges. The main conclusion drawn from the study is we could enhance teachers’ professional competence through properly addressing the challenges and by devising appropriate summer in service programs.

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Keywords

Summer-in-Service Program, Professional Competence, Quality of Education.

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May 27th, 4:00 PM May 27th, 5:05 PM

Adequacy of Summer -in-Service Program for Enhancing Professional Competence of Teachers: Implication for Quality of Education

Hall I

The quality of a country relies on the quality of its citizens who are in turn depending essentially on quality education, and ultimately the quality of education relies on the quality of teachers. The primary purpose of this study was to investigate the view of University lecturers and summer students on the adequacy of summer in-service program for enhancing professional competence as well as to identify challenges that hinder quality education. Descriptive research method with cross-sectional study design was employed, and primary and secondary sources were used. The subjects of this study were the academic staffs and summer students of Madda Walabu University. A total of 275 students were taken as a sample through stratified sampling technique and the selection of samples was done by systematic random sampling technique. Primary data were collected using questionnaires, interviews, focus group discussions and Observation. Quantitative data were analyzed using SPSS version 20, and the qualitative data were analyzed thematically. The finding revealed summer in service program was inadequate to improve students’ subject matter knowledge (Mean= 2.4). The primary reasons for the teacher students’ decisions to involve in summer in-service program were found to be fundamentally both economic interests (to get better salary and to join good working place) and improving knowledge and/or skills. The study indicated that shortage of time, communication barrier, lack of modules and references, cheating, low facility provisions, low motivation and interest of students, lengthy duration of the program(6 years), redundancy of courses, lack of appropriate criteria to classify courses as face- to -face and distance were major challenges. The main conclusion drawn from the study is we could enhance teachers’ professional competence through properly addressing the challenges and by devising appropriate summer in service programs.

.