抽象的

The Impacts of School’s Matrix and Teachers’ Accountability and Responsibility Professional Development Practices in Oromia Regional State, Ethiopia

Girma Moti Geletu*, Dawit Mekonnen Mihirete

The study examined the impacts of school’s matrix and teachers’ accountability and responsibility on their professional development practices in Oromia Regional State through identifying the success and challenges. Mixed method with concurrent triangulation design was employed on the basis of pragmatism as philosophical foundation. A total of 618 respondents were selected by using stratified sampling, simple random sampling, availability sampling and purposive sampling techniques. The data were collected from both primary and secondary sources of data by using different data collection tools like questionnaires, interview, focus group discussion and document examination. The findings showed that teachers’ continuous professional development is influenced by the lack of professional attraction like lack of school’s work culture, needs, prestige and values, motivation, reimbursements and provision of appropriate career growths. The provisions of professional, technical and material supports for teachers’ continuous professional development practices were limited to ensure effectiveness of the program. Pertaining to this, there was no statistically significant difference at p>0.05 level in mean scores for the three groups of respondents (F(2,539)=1.929, p=0.166). Therefore, the school’s matrix should be managed, and professional accountability should be taken and responsibilities should be shared by leaning communities of practices in primary schools.