The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia-Reference-Cited by-同舟云学术

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The relationship between teachers’ engagement in school-based continuous professional development and their readiness for change in the Injibara City Administration primary schools of Ethiopia

Published:2024-07-25 Issue: Volume: Page:1-14
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Genie Dessie Habtam¹^ORCID

Affiliation:

1. Department of Educational Planning and Management, College of Education and Behavioural Science, Injibara University, Injibara, Ethiopia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2024.2378872

Reference58 articles.

1. The Impact of Continuous Professional Development on Teacher Motivation and Readiness for Change: A Case Study of Secondary Schools in Addis Ababa;Alemu M.;Journal of Education and Development,2017

2. Teachers’ motivation to learn: implications for supporting professional growth

3. High-Quality Professional Development for All Teachers: Effectively Allocating Resources;Archibald S.;National Comprehensive Center for Teacher Quality,2011

4. AREB. 2009. Evaluation of the CPD Implementation in Amhara Region. Accessed on http://sites.google.com/site/cpdethiopia/home/cpd-in-amhara Accessed 20 November 2023.

5. Creating Readiness for Organizational Change

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