Assessing the implementation of school-based teacher professional development programmes in primary schools in Ethiopia

The third phase of Ethiopia’s General Education Quality Improvement Programme for Equity (GEQIP-E) aimed to strengthen school-based teacher professional development (TPD) for primary school teachers. This paper explores (1) how GEQIP-E TPD interventions for mathematics and language teachers were implemented in schools, and (2) how teachers perceived the support provided for engaging in meaningful TPD. Drawing on qualitative data from the Research on Improving Systems of Education (RISE) Ethiopia programme, the analysis is based on interviews with school principals, TPD facilitators, and mathematics and language teachers in four schools. Findings reveal substantial gaps between the GEQIP-E TPD design and actual school-level implementation. While a supportive national TPD policy framework exists and TPD provision was onsite, contextual barriers including limited support, resource shortages, and scheduling constraints undermined meaningful teacher TPD engagement. The content of TPD was often generic and poorly aligned with teachers’ instructional needs. Process-related challenges included the absence of structured collaboration, tailored coaching, and mechanisms for formative assessment. Teachers largely perceived TPD as a compliance-driven activity rather than a valuable opportunity for professional growth. The paper argues for a decentralised and differentiated model of TPD that is integrated into teachers’ daily practice and responsive to subject-specific and experience-based needs.