The Condition Of The Teaching Profession In Addis Ababa Public Schools Study From Teachers Perspectives

The major purpose of this study was to assess the condition of the teaching profession from thernperspectives of primary and secondary public school teachers in Addis Ababa. It specificallyrnassessed teachers’ continuous professional development, teachers’ performance appraisal andrnfeedback, school climate, teachers’ jobs, and job satisfaction, pay and working conditions, andrnthe challenges of the teaching profession. The research employed a cross-sectional surveyrnresearch design, adopting quantitative approach. The research comprises 332 primary andrnsecondary public school teachers in Addis Ababa. Data were primarily gathered through closernended questionnaire. Using SPSS, descriptive statistics, chi -square, independent sample t-test,rnAnalysis of Variance (ANOVA) and one sample t-test were computed. Accordingly, the currentrnassessment generally revealed some important findings. First, teachers perceived that there isrnlack of proper designing, organizing, executing and facilitating of the trainings or programs andrnthere is lack of administrative support for participating in professional training. Second,rnteachers perceived that teachers’ performance appraisal and feedback are mostly done to fulfillrnadministrative requirements. Third, schools do not provide enough access to technologyrnproducts. Teachers are not satisfied with their jobs and they think that society do not value thernteaching profession. Fourth, there are insufficient salary conditions. However, there is sufficientrnteacher autonomy over classrooms instruction. Fifth, teachers perceived that lack of respectrnfrom the society, constantly changing demands on teachers, and challenging student behaviorsrnare the three most significant (critical) challenges of the teaching profession in public schools inrnAddis Ababa. Finally, based on the findings and conclusions, recommendations were made onrnimproving the working conditions, pay, school climate, teaching profession and the necessity ofrnchanging the attitudes of teachers regarding their jobs. Additionally, recommendations werernalso made on improving the practice and implementation of continuous professionalrndevelopment and teacher performance appraisal and feedback

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