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This Author published in this journals
All Journal Journal of Pedagogy and Education Science Educational Researcher Journal
Sisay Fekadie Molla
University of Gondar
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perceptual Learning Styles and Teacher Professional Development Needs in Ethiopian Secondary Schools: Implications for Educational Policy and Planning Sisay Fekadie Molla; Tarik Derso Belay
Educational Researcher Journal Vol. 3 No. 2 (2026): Educational Researcher Journal
Publisher : Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71288/educationalresearcherjournal.v3i2.169

Abstract

This study examined the predictive relationship between perceptual learning styles and teacher professional development needs among 423 Grade 11 students and 12 English language teachers in Gondar, Ethiopia, with a focus on its implications for educational policy and planning. Using a quantitative correlational design, data were collected through Reid's (1987) Perceptual Learning Style Preference Questionnaire and a Teacher Professional Development Needs Assessment Scale. Multiple regression analysis revealed that learning styles collectively accounted for 96.3% of the variance in teacher professional development needs (R² = .963, F = 10960.666, p < .001). Kinesthetic learning emerged as the strongest predictor of professional development needs (β = .854, R² = .730), followed by read/write (β = .718, R² = .515), visual (β = .643, R² = .413), and auditory learning (β = .577, R² = .334). These findings indicate that teachers' ability to address kinesthetic learning preferences is the most significant predictor of professional development needs in the Ethiopian context. The findings have significant implications for educational policy and planning, suggesting that educational leaders and policymakers should prioritize professional development programs that equip teachers with differentiated instruction strategies, particularly kinesthetic approaches. The study contributes to educational planning by providing empirical evidence for evidence-based policymaking and strategic professional development planning in Ethiopian secondary education.
Teachers' Beliefs, Perceived Knowledge, and Self-Reported Practices Regarding Formative Continuous Assessment: A Correlational Study from Gondar, Ethiopia Aragaw Shibabaw Molla; Sisay Fekadie Molla
Journal of Pedagogy and Education Science Vol 5 No 03 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.002479

Abstract

This study investigated the interrelationships among teachers' beliefs, perceived knowledge, and self-reported practices concerning formative continuous assessment (FCA) in Gondar City, Ethiopia. Employing a quantitative correlational design, data were collected from 182 grade 5–8 teachers across four subject areas (Amharic, English, Mathematics, and Biology) through a structured, expert-validated questionnaire using a four-point Likert scale (response rate = 91.0%). Pearson product-moment correlation analyses, supported by bias-corrected accelerated (BCa) bootstrapping with 2,000 resamples, revealed statistically significant positive associations among all three constructs. The most robust relationship emerged between perceived knowledge and practice (r = .608, p < .01), followed by the belief–knowledge link (r = .568, p < .01), and a moderate yet substantively meaningful belief–practice association (r = .461, p < .01). Subsequent multiple regression analysis identified perceived knowledge as the primary predictor of FCA practice (β = .512, p < .001), with the overall model accounting for approximately 38.9% of the variance in practice (adjusted R² = .383). Teacher beliefs also contributed a statistically significant, albeit smaller, independent effect (β = .170, p = .018). These findings indicate that teachers' self-assessed FCA knowledge functions as the principal driver of classroom implementation within Ethiopia's newly adopted curriculum, underscoring an urgent need for targeted, practice-embedded professional development designed to strengthen formative assessment literacy.
Co-Authors Aragaw Shibabaw Molla Tarik Derso Belay