Research Article
Perceptual Learning Styles and Teacher Professional Development Needs in Ethiopian Secondary Schools: Implications for Educational Policy and Planning
Sisay Fekadie Molla*
,
Tarik Derso Belay
Issue:
Volume 2, Issue 4, August 2026
Pages:
235-243
Received:
25 July 2026
Accepted:
5 August 2026
Published:
20 August 2026
Abstract: This study examined the predictive relationship between perceptual learning styles and teacher professional development needs among 423 Grade 11 students and 12 English language teachers in Gondar, Ethiopia, with a focus on its implications for educational policy and planning. Using a quantitative correlational design, data were collected through established perceptual learning style preference and professional development needs assessment instruments. Multiple regression analysis revealed that learning styles collectively accounted for 96.3% of the variance in teacher professional development needs. Kinesthetic learning emerged as the strongest predictor of professional development needs, followed by read/write, visual, and auditory learning modalities. These findings indicate that teachers' capacity to address kinesthetic learning preferences represents the most significant predictor of professional development requirements in the Ethiopian context. The results have substantial implications for educational policy and planning, suggesting that educational leaders and policymakers should prioritize professional development programs that equip teachers with differentiated instruction strategies, particularly those emphasizing kinesthetic approaches. This study contributes to educational planning by providing empirical evidence to support evidence-based policy making and strategic professional development planning in Ethiopian secondary education.
Abstract: This study examined the predictive relationship between perceptual learning styles and teacher professional development needs among 423 Grade 11 students and 12 English language teachers in Gondar, Ethiopia, with a focus on its implications for educational policy and planning. Using a quantitative correlational design, data were collected through e...
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