• Abdulmejid Mohammed Ahmed
• Birhanu Nugussie Worku

This baseline survey of dissertation was aimed to assess the status of teachers’ professional competence licensure testing, teacher’s professional competence and students’ academic performance in Ethiopian primary schools. The study was baseline surveys of positivist pragmatic worldview with quantitative research approach and descriptive surveys design. Data were collected from Ministry of education teachers’ and school leaders’ licensure directorate for teachers’ three to five years’ national teachers’ professional competence licensure test results and national learning assessment and examination agency data base for students four consecutive years’ data for EGRA and six consecutive years ‘data for ENLA results that used as the primary source of data in this baseline surveys. Data was analyzed by both descriptive and inferential statics of mean, standard deviation, bar graph and line graph, Product Moment Correlation, ANOVA. Accordingly, the followings were the main findings of the baseline survey. Based on the baseline surveys, from 2017 to 2019, among male 181, 804 and female 125, 960 with the total of 307, 764 senior primary school teachers involved in the teachers’ professional licensure testing, 48, 743 males and 26, 029 females with the total of 74, 772 (24%) got the minimum requirement (62.5%). Out of these, those who set for portfolio practical assessment were male 14, 325 and female 2772 with the total of 17, 099 (6%). Therefore, 6% from the teachers who involved in the licensure test were licensed. Generally, the three years’ results indicated that, the teachers who got the requirement (62.5%) were 24% in 2017, 22% in 2018 and 28% in 2019 respectively, which was very low against the intended golas by Moe to certify all teachers’ and school leaders’ (100%) by 2022. For all subjects, the mean scores for senior teacher were significantly greater than the mean scores of PGDT test takers due to their experiences and it also understood that less variation in scores was observed with in senior teachers than PGDT test takers. Generally, the teachers score was highly poor in pedagogical knowledge than content knowledge standards and the correlation coefficient between subject matter section and pedagogy section of the tests were generally positive and moderate. With regards to students’ academic performance, the baseline surveys based on the six times (2000 to 2021) consecutive NLA students’ achievement in all subjects indicated that, students achieved 49.88% in Mather tongue, 43.29% in environmental science, 40.19% in mathematics and 38.65% in English language. Among four subjects, grade four students’ achieved low score in English subject in the consecutive six years’ assessment. Concerning early grade reading assessment, only about13% of students in grade 2 and 23% in grade 3 achieved the two highest levels, referring to "full or nearly full" and "increasing" reading proficiency known as functional reading level. On the other hand, about 68% and 51% of the grades 2 and 3 students were respectively categorized under zero readers in oral reading fluency subtask

Baseline surveys, Primary School, Students’ academic performance, Teachers’ professional licensure test status, Teacher’s professional licensure test, teacher’s professional competence.

"The Status of Teacher's Professional Competence Licensure Testing, Teachers' Professional Competence and Students' Academic Performance in Ethiopian Primary Schools. Baseline Survey", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.10, Issue 11, page no.d631-d680, November-2023, Available :http://www.jetir.org/papers/JETIRTHE2073.pdf

"The Status of Teacher's Professional Competence Licensure Testing, Teachers' Professional Competence and Students' Academic Performance in Ethiopian Primary Schools. Baseline Survey", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.10, Issue 11, page no. ppd631-d680, November-2023, Available at : http://www.jetir.org/papers/JETIRTHE2073.pdf