The purpose of this study waS two fold. First, itrnattempted to appraise the classroom teaching skill of therninstructors of professional courses (Pedagogics andrnPsychology) in Harar and Debrebirhan Teacher TrainingrnInstitutes.rnSecondly, it examined the implications ofrnfactors; such as skill training experience (both atrnpreservice and inservice levels) to the instructors- presentrnclassroom performance.rnMoreover, it investigated as tornwhether or not contextual factors - classroom condition,rnsize of trainees, teaching load and years of teachingrnexperience have bearing upon the instructional performancernof the teachers.rnTwo complementary forma ts (Preliminary assessement andrnFinal evaluation) were employed to appraise the instructionalrnperformance of each instructor in two different sessions.rn~ollowing the appraisal, questionnaire and documentrnanalYses were used to obtain information pertaining to thernfactors expected to have bearing upon the evaluative results.rnThe findings related to the appraisal showed thatrngreater number of the instructors (51.25%) were ranked lessrnadequate in view of the majority of the criterion variablesrnin the final-evaluation format. 24.25% of them were judgedrnaverage, while the remaining 24.50% were found more adequate.rnIn connection with thiS, the skill training programmesrn~hich the instructors have experienced both at p~eservicernand iriservice levels were found inadeQuate and identifiedrnas major factors which have worked along with therninstructors' teaching skill â€¢rnâ€¢rnIn contrast, the contextv2l factors were found to havernlittle impact upon the instructors performance, and wererntaken to have little effect upon the evaluative results.Finally, the practical implications of the findings tornthe practices of teacher education programmes both atrncollege and T.T.I levels were discussed.