Current Status of TVET Teachers’ Continuous Professional Development Practice in Case of Addis Ababa, Ethiopia

Continuous Professional Development of Teachers is an activity that develops an individual’s knowledge, skills, expertise, attitudes, and other characteristics as a teacher. The importance of TVET teacher continuous professional development stems from the fact that teachers are the most key change agents in the educational system. The purpose of the study is to investigate the current status of TVET teachers’ professional development and their impact in Addis Ababa TVET College and Institute. The objective of this study is to analyze the positive impact of CPD on TVET teachers and identify the current need for TVET teacher CPD. The study is guided by positivism and constructivism theory of learning. A mixed research method, both quantitative and qualitative, is employed in the study. The researcher has collected questionnaires randomly from 204 TVET College and Institute teachers (174 males and 30 females). To substantiate the study, indepth interviews were collected from 8 purposefully selected academic leaders (department head, faculty dean, research director, and college dean). The result of the study indicated that the majority of the TVET teachers had professional skills of knowledge and understanding of the main major subject field(s), knowledge and understanding of instructional practices (knowledge mediation) in their main major subject field(s), and ICT skills for teaching. Also, the majority of teachers replied that they need knowledge of curriculum development and new technology adoption in the workplace due to the fact that technology changes from time to time. The professional development of teachers has to be improved by providing capacity building on different types of continuing professional development.