Professional knowledge, practice and engagement of secondary school teachers in East Gojjam Zone, Ethiopia

Abstract

This study closely examined the professional knowledge, practices, and engagement of secondary school teachers in the East Gojjam Zone. It also examined the obstacles that affect teachers’ professional competency development. To address the objectives, a descriptive survey design was used. A variety of sampling techniques (random, stratified, comprehensive, and purposeful selection) were used to select participants. The participants involved included 18 school principals, 62 department heads, 312 teachers, 293 students, 62 student representatives, and nine supervisors. Data were gathered using questionnaires, interviews, group discussions, and classroom observations. Quantitative data were analyzed using tools such as average scores, t-tests, and ANOVA, while qualitative data were analyzed using themes. The results showed that teachers generally have strong professional competency, though their engagement was relatively moderate. Teaching experiences, career rank, and department affiliation were found to significantly influence their competency level. The study also identified numerous hurdles, including inadequate school environments, weak leadership, ineffective implementation of career rank structures, insufficient technology and lab supplies, excessive teacher workload, limited training opportunities, and low teacher motivation. The study concluded that improving teacher competence in this context is challenging but essential. The study recommends that professional development should be carefully planned, well-funded, and tailored to each school's specific situation. It also recommended putting qualified experts in leadership roles within schools and districts. Additionally, it is essential to enhance collaboration among schools, teacher training institutions, and other relevant parties.