INSTRUCTORS PARTICIPATION IN CURRICULUM DECISION - MAKING PROCESS IN ETHIOPIAN TEACHER EDUCATION COLLEGES
AbstractA Thesis Presented to the school of Graduate Studies Addis Ababa University In partial Fulfillment of the Requirement For the Degree Master of arts in curriculum and Instruction
The purpose of this study was to assess the extent of instructors' participation in curriculum decision-making process in Ethiopian colleges of Teacher Education. To achieve this aim the subjects of the study included 145 instructors, 3 deans of teacher Education College and 1 expert from MOE by using available sampling techniques. Questionnaire and interviews were used for data collection. Frequency distribution, percentage, mean and chi-square were used to analyze the collected data. The results show that, 85 percent of the instructors perceived themselves as the ultimate curriculum decision-makers. Instructors’ participation in organizing and selecting contents and learning experience found to be 85% (which is 2.55 mean of the observed value) and 73% (2.6 mean of the observed value) respectively. Instructors extent of participation in curriculum evaluation was also found to be 82% (2.5 mean of the observed value). Instructors extent of involvement in co-operation with others regarding curricula activities and formulating objectives were also found to be 66% (1.97) and 65% (1.9) respectively. Conducting curriculum research which was found to be 46% (1.4 mean of the observed value) appeared to be given lowest emphasis by the instructors Inadequacy of knowledge in the area of curriculum and research, lack of in-service training, poor supply of relevant materials and shortage of budget appeared to be the major hindering factors in the participation of curriculum decision - making. On the basis of the findings, the study recommends the need for imparting knowledge in the area of curriculum and research, in-service training; establishing curriculum development and implementation center; upgrading, revising and improving the CTE curriculum in order to develop a practical based curriculum; formulating well defined guidelines which direct effective participation in curricula decision - making and the need for study the needs of the society, the needs of the learner and the needs derived from subject matter. Finally it appeared to be wise and timely to take appropriate measures to solve the constraints reported in this study.