The Practices Of On Job Training Of Teachers In Primary Schools Of Ambo Town Administration, Oromia Regional State, Ethiopia.

Abstract

The main purpose of this study was to examine practices of on-job training of teachers in primary schools of Ambo town Administration. To achieve the purpose of the study, descriptive survey design was employed. Survey method was used to collect quantitative data, while interview was used for collecting qualitative data. Five primary schools were selected from schools found in the town using simple random sampling technique. 94 teachers and 9 school leaders were involved in the study using simple random sampling method. In addition to this, town education expert were participated in the interview through purposive sampling method. The data obtained were analyzed by mean, percentage and standard deviation with the help of SPSS version 23 software. The major findings of the study were needs assessment, prioritization of the training needs, the major types of on the job training and the challenges facing of on the job training program presented in the primary schools teachers of Ambo town Administration, was not designed and implemented based on accurate identification of needs assessment, prioritization of the training program. Conclusion ;Overall, the result of the study show absence of need assessment, weak prioritization criteria and planning adversely affect the training program. It can therefore, be concluded that satisfactory results cannot be observed from on job training programs offered in the school under study and contributing rare to teaching and learning. Therefore, from the result it can be deducted that on job training programs in the study area was constrained with multiplicity of problems and seems serve less of the role it out to have served. Therefore, it is recommended firstly that, since resources are limited, the school in the town should use the available resources efficiently to focus on areas like job training without forgetting the others. Second, schools should have a clearly marked budget for training programs. Third, schools should design a feasible and justifiable training proposal and submit it to NGOs to get funds. Finally, they should document the training process and its benefits in a well-organized manner for future use and have an evaluation program for further improvement. Therefore, school managers and town education experts should support and enforce training programs so that its benefits and learning activities of primary schools by capacitating teachers.