The purpose of this study was to explore the factors affecting teachers’ information communication technology (ICT) use for instructional purposes in secondary schools of South Gondar Zone, Ethiopia. To achieve the objective, descriptive survey design was employed.Both probability and non-probability sampling methods were used to select the participant of the study. Using both methods 303 teachers, 10 principals, 5 supervisors, and 4 district education office heads were selected. Questionnaire, focus group discussion, and interview were used to collect data. To analyze the data, qualitative and quantitative methods were employed. The finding of the study revealed that there were statistically significant relationships was observed between teachers’ ICT use for instructional purposes and teacher’s perception (r= 0.51); ICT use and teacher training (r= 0.26); ICT use and school policy (r= 0.56); ICT use and access to different ICTs(r= 0.70); ICT use and school support (r= 0.41); and ICT use and school curriculum (r= 0.51). These factors predicted about 64.3% of the variance of the teachers ICT use for instructional purposes. Among the significant factors, teachers’ perception and access to ICT facilities and materials predicted significantly teachers’ ICT use for instructional purpose.  Based on the findings possible recommendations were also forwarded.

The aim of this research study was to investigate students’ and teachers’ perceptions, challenges and practices of using English as sole medium of instruction. More specifically it was intended to examine the perceptions of teachers and students towards using English as a sole medium of instruction in public universities in North Western Ethiopia, to investigate factors that affect teachers and students not to use English as medium of instruction and to inspect the practices of English as medium of instruction in selected universities. To collect the required data, questionnaires, classroom observations and interviews were employed. By using these methods of data collection, the following findings were obtained.In the study universities, there were students perceived that code switching was necessary in bilingual classes. However, there were many students who perceived negatively teachers’ code switching in bilingual classes. These different perceptions were based on their ability of communicating in Amharic language. In addition, teachers perceived that student related difficulties and challenges affected teachers not to use English as a medium of instruction. Furthermore, the practice of using English as a medium of instruction within the classroom is not significantly maximized. Students’ difficulty and related factors influenced negatively the practice of using English as a medium of instruction. Based on these findings, the following recommendations were made. Firstly, university teachers should understand that when they use Amharic language in the classroom whether or not all of the students able to communicate through this language. Next, instructors who are teaching in universities should maximize using English as a medium of instruction since students are from various Ethnical backgrounds. Finally, Ethiopian secondary schools should work more on students’ language competence like supporting English Language clubs and emphasizing language learning for communication etc to minimize student related factors in university.

The study aims to determine the changing perspective of teaching as a profession in the Philippine Context. To determine the changing perspective of teaching as a profession, the study employed a qualitative method utilizing 52 participants. The data were gathered using the open-ended questionnaire and focus group discussion protocols. Thematic analysis was used by the researchers to determine themes for the responses of the participants. Findings show that the majority of the teachers and retired teachers dreamed of becoming a teacher. They regarded teaching as a low-status profession before. However, today, they said that teaching can equally compare to other professions. Salaries and benefits are better than before. The community regarded it as the noble and dignified profession in the world. Furthermore, findings indicate that teaching is a female dominated profession. Along with this line, the study concludes that there is a notable change in the perceptions of teaching before and today. Teaching is more attractive today than before. 

This paper focuses on a qualitative phenomenological study concerned with revisiting the lived experience of Post Graduate Diploma in Teaching (PGDT ) summer in-service novice teacher trainees on teaching practicum as a fundamental component of teacher education in Ethiopia, Bahir Dar University, College of Education and Behavioral Sciences. It addresses some of the issues and concerns associated with major challenges encountered by teaching practice practitioners in secondary schools like the incompatibility between theory and practice, workload, ill-defined mentoring support, poor collaboration between the college and partner schools and implementation of certain pedagogical orientations during teaching practicum placement. Purposive sampling was used to select participants. Data were collected through semi-structured and in-depth open interviews. The findings indicate that trainee teachers undergo varied and often challenging experiences during teaching practicum. To counter some of the concerns, suggestions are made to improve certain aspects of teaching practicum. There is need for realistic school-college partnerships, improved structures of school-based professional support, revising the framework of PGDT and a deeper awareness of the complexity of learner-centered pedagogy and classroom management. It is imperative that teacher educators engage with these findings to further improve the design of teaching practicum and the overall quality of teacher education and teaching in Amhara Regional State secondary schools, in Ethiopia.

Teacher self-efficacy was examined as determinants of their job satisfaction and job stress. In the present study, 115 female teachers from all school cycles in the United Arab Emirates schools were administered an online questionnaire to assess their self-efficacy, job satisfaction, and job stress. The sample contains 79 teachers from Abu Dhabi, 33 teachers from Sharjah and 3 teachers from other emirates. The targeted teachers are the teachers from Abu Dhabi and Sharjah since one of the goals is to investigate if there is a difference between these two emirates’ teachers in their satisfaction, self-efficacy and job stress. Mean, standard deviation, t-test and Pearson correlation were used in the analysis. Findings show that there is no significant difference in the means of self-efficacy, job stress, and satisfaction scales and in the relationship among the three variables, even though the two groups of teachers were functioning under two different organizations.

The study examined the anxiety experienced by preservice accounting teachers about their teaching practicum. The study drew on descriptive survey with a population of 245 final year preservice accounting teachers in the University of Cape Coast, Ghana. Out of this population, a sample of 100 was drawn at random to respond to the Student Teacher Anxiety Scale (STAS) developed by Hart (1987) and modified by Morton, Vesco, Williams and Awender (1997). The fieldwork which lasted 4 weeks was undertaken in the schools where the preservice teachers were posted for the practicum. Data collected was analysed using descriptive and inferential statistics. Findings indicated that preservice accounting teachers were anxious about the teaching practicum, with their anxiety spanning their professional preparation, relationship with regular school staff, class control, unsuccessful lesson delivery and evaluation of their conduct. Further evidence suggested that age had no association with and prior teaching experience had no influence on preservice teachers’ anxiety of the practicum. However, school-based mentorship was found to have influenced preservice accounting teachers’ anxiety about unsuccessful lesson delivery and evaluation of their conduct. 

Teacher identity has been a topic of interest in many studies on teacher education. However, expertise and identity of teacher educators has taken less attention. Like any other professional identity, teacher educator identity goes through a process of construction with various aspects of their sub-identities. This paper focuses on the identity shifts of new second language teacher educators coming from language teaching by discussing their personal and professional motives that drove them to be teacher educator, and their sub-identities constructed through their experiences and education. Retrospective narratives and interviews with three new teacher educators were analyzed and discussed with an interpretivist approach with links to the literature. Some key findings suggested that those second language educators had a dominant researcher identity in any context, so their transition did not have a significant effect on their identity, but their practices were affected from their earlier experiences.

This study was conducted in universities found in Amhara regional state. There are 7 public universities in the region. This study focused on all students with sensory (visual & hearing) and physical disability who were attending their education in the selected universities. One university was selected from each generation. Hence, Gondar was selected from 1st generation, Wollo from 2nd generation and Debre Tabor from the third generation universities. Qualitative case study design was used for this study.  The participants of this study were students with disabilities, teacher, students without disabilities, special needs directorates, and library and students service coordinators. Four methods of data collection instruments were used to obtain valid and reliable information from different sources and for the purpose of triangulation. The result showed that most students with disabilities obtained different administrative and social support services from the universities. On the other hand, the findings showed that that the actual support services provided for students with disabilities in the sample universities were not in line with its higher education proclamations. It is recommendation that the university should work more on the social accessibility and administrative support services given for students with disabilities.