Status of Portfolio Implementation and Teachers’ Belief of Its Contributions to their Professional Development and Students’ Learning

Abstract

The purpose of this study was to assess status of portfolio implementation and teachers’ belief of its contributions to their professional development and students’ learning in Bahir Dar town. From 13 public primary schools, 6 schools and 162 teachers were selected. In addition, 3 mentors and 6 experienced teachers were selected purposely for interview. Data were collected using questionnaire and interview. Questionnaire data were analyzed using one sample t-test, Pearson correlations coefficient and multiple regressions, and qualitative data were analyzed using developed categories. The study found out that teachers’ implementation of portfolio was not to the required level.  However, teachers believed that portfolio contributes to their professional development and students’ learning. Correlation analysis showed that teachers’ belief about the contribution of portfolio for their professional development and students learning was significantly and positively related with its implementation. On the other hand, regression analysis indicated that teachers’ belief about contribution of portfolio for their professional development and their students’ learning was found to significantly predict level of implementation. And, lack of time, lack of continuous and professional-led training, lack of ownership and attitudinal problems were reported factors for low level of portfolio implementation.

Keywords: Portfolio Implementation, Teacher Belief, Professional Development, Student Learning