Abstract:
The main purpose of this study was to examine the effects of licensing on secondary schools
teachers teaching effectiveness in Jimma zone. The study employed a cross-sectional survey
design with both quantitative and qualitative Approaches. Stratify random sampling technique
was used to select sample Districts of Jimma Zone. There are 21 Districts and 102 secondary
schools in Jimma zone and Jimma Town. For this study Jimma zone districts and Jimma town
were divided into five clusters, from each cluster one district was selected, and from each
selected district one secondary school of a total of 5 secondary schools were selected by
stratified random sampling. From 5 selected secondary school 121teachers selected by random
sampling. 20 department head teachers, 20 teachers’ for class observation, 10 principals’
5secondary school supervisors, and 12 Office Experts were selected purposely. Questionnaires,
observation checklist, focus group discussions, and interviews were used as primary data
gathering tools, while document analysis of teachers' work efficiency portfolios was used as
secondary data gathering tools. The questionnaire was administered to 121 teachers and 20
teachers were observed in classroom by observation checklist. The data gathered through a
closed-ended questionnaire and classroom observation checklist were analyzed by percentage,
frequency, and mean score while the data gathered through interview, focus group discussion,
document analysis, and open-ended questions were narrated qualitatively. The finding of the
study shows that the status of teachers' licensing practice at secondary schools was partial,
licensing teachers has moderate relationships on teachers teaching effectiveness, and licensed
teachers partially established effective teaching to their students than not licensed teachers. To
overcome the challenges encountered, recommendations have been forwarded. Schools, District
education offices, zonal education offices, and other concerned bodies need to give more
emphasis to teachers' professional practice and stimulate licensed teachers. Schools and District
Education offices provide sufficient school facilities such as laboratory, library, and internet
access. Licensing teachers should be supported; related to teachers' activities; teachers'
professional standards should be connected to teachers' evaluation tools. Teaching and teachers
are updated and upgraded to their effectiveness. Awareness should be given to teachers' follow
up professional standards. A follow-up management system should be needed to overcome the
intended outcome on teachers’ professional development.
