Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students' and Teachers' Perceptions
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A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate
Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program
with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the
e‹ectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary
schools yet. is study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching eectiveness of the PGDT
and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from
participant students (n 214) and teachers (n 16) using purposive sampling. To gather data, questionnaires were employed. e
data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. e ndings of the study revealed that
students and teachers show slightly more positive perceptions of the e‹ectiveness of PGDT, especially in subject matter
knowledge; the scores are also signi"cant. However, the results indicated that both the PGDTand integrated curriculum graduate
teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and
research on PGDT. Limitations and future directions of the study are also summarized and discussed.
Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program
with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the
e‹ectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary
schools yet. is study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching eectiveness of the PGDT
and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from
participant students (n 214) and teachers (n 16) using purposive sampling. To gather data, questionnaires were employed. e
data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. e ndings of the study revealed that
students and teachers show slightly more positive perceptions of the e‹ectiveness of PGDT, especially in subject matter
knowledge; the scores are also signi"cant. However, the results indicated that both the PGDTand integrated curriculum graduate
teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and
research on PGDT. Limitations and future directions of the study are also summarized and discussed.
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