The Effect of Bottom-Up Continuous Professional Development Approach on English Language Teachers’ Self-Efficacy Belief

Abstract

This study was an attempt to examine the effects of bottom-up Continuous Professional Development (CPD) approach on English language teachers’ self-efficacy belief. This research work was mainly experimental in design. 60 randomly selected teachers (30 for the control group and 30 for the experimental group) were involved from seven primary schools in Arba Minch. The data gathered through different instruments were subjected to both quantitative and qualitative analysis. An independent sample t-test was employed to examine the effect of the intervention between the control and experimental groups. Training materials which consisted bottom-up CPD approach were prepared and used during the experiment. The experiment was conducted for two semesters on the experimental group. The effects of bottom-up CPD approach on teachers’ self-efficacy belief were examined through an independent sample t-test. The results of an independent sample t-test showed that there was a significant difference between the control group and an experimental group in teachers’ self-efficacy belief (P<0.05).  On the basis of the findings of the study, it was concluded that bottom-up CPD approach could have a significant effect on subjects’ self-efficacy beliefs. Based on this, conclusions and recommendations were made.