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| dc.contributor.author | BIMREW, BEYENE | |
| dc.date.accessioned | 2017-07-05T08:43:16Z | |
| dc.date.available | 2017-07-05T08:43:16Z | |
| dc.date.issued | 2017-06-05 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7314 | |
| dc.description.abstract | Curriculum development is both a technical and social process. In order for the process to ptpceed effectively and efficiently the context in which it is carried out must be considered. This paper discusses the assessment of teachers actual and desired participation as well as challenging factors in the process of curriculum development in Awi Zone senior Secondary schools. The study has considered nine categorized possible curriculum development areas for teachers actual and desired involvements taking place in different degrees at different levels, • activities and ways. Directly or indirectly inhibiting factors and respondents biographical "characteristics were also examined. To achieve the objective of the study, the sample consisted of 142 secondary school teachers drawn from 6 schools. To select the samples the researc.her has employed a lottery system of simple random technique. The data was collected through questionnaires which consisted of 60 close ended and 4 open ended items. The collected data was 'analyzed using percentage and narrative description, weighted mean, standard deviation, a paired t-test and spearman 's rank order correlation coefficient. The .findings op the study obtained indicated greater difference between actual and desired levels of participation at curriculum construction, policy formulation, curriculum designing, revision and improvement. In other way round, teachers desire of participation in all areas of curriculum development practices was significantly higher than the actually experienced. As well, the research .findings . ABSTRACT show t~at more of teachers involvements at school level in implementing and discussing of all curricular tasks developed by curriculum specialists and experts. At the end, conducive working conditions and lack of motivation to practice the curriculum are taken as the prominent promoting and inhibiting factors respectively. In general, standing from the results of the study, the researcher concluded that teachers are actually experienced seldom involvement in developing curriculum and show a high positive desire towards their participation in the process of curriculum development. The researcher equally recommended the adoption of grass root approach to curriculum development involving all stake holders including teachers who would implement the curriculum in the long run | en_US |
| dc.subject | Teacher Education and Curriculum Studies | en_US |
| dc.title | ASSESSMENT OF TEACHERS' ACTUAL AND DESIRED PARTICIPATION AND • ~ CHALLENGING FACTORS IN THE PROCESS OF CURRICULUM DEVELOPMENT IN AWi ZONE GENERAL SECONDARY SCHOOLS | en_US |
| dc.type | Thesis | en_US |
