How Effective is On-the-Job Training for Teachers in Private Schools of Addis Ababa, Ethiopia? Insights from Teachers and Directors
DOI:
https://doi.org/10.55578/fepr.2504.001Keywords:
Benefits, Challenges, Effectiveness, On-the-job, TrainingAbstract
This study explores the perceptions of teachers and directors regarding on-the-job training and professional development programs in private schools in Addis Ababa, examining their benefits, effectiveness, and implementation challenges. Employing a mixed-methods approach, the research utilized surveys for quantitative data and interviews for qualitative insights from educators. The findings indicate a generally positive perception of on-the-job training, with improvements noted in teaching skills, student engagement, and collaboration. However, challenges such as insufficient resources and time constraints hindered effective participation. While the training content was well-received, concerns regarding assessment and responsiveness to feedback were identified. This research informs Ethiopian policymakers about the effectiveness of on-the-job training for private school teachers, advocating for tailored programs and continuous professional development. By emphasizing the importance of resource allocation and stakeholder engagement, the findings aim to enhance teacher performance and improve student outcomes, while also encouraging further research into innovative training methods. Additionally, the study highlights the need for improved administrative support and feedback mechanisms to enhance training effectiveness and identifies areas for future research, particularly concerning resource allocation and time management strategies to strengthen training impacts.
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