Examining the perceived influence of the higher diploma program on higher education teachers’ instructional attitudes in Ethiopia

A higher education institution (HEI) is where students pursue their higher education (HE) after completing grade twelve and achieving the qualifications for admission. Teachers must possess the appropriate knowledge, attitudes, and teaching skills to equip students with the knowledge and skills required in HE. Consequently, this study aimed to examine the perceived influences of the Higher Diploma Program (HDP) on the instructional attitudes of HE teachers in Ethiopia. The study employed a case study research design, with data collected through interviews and focus group discussions (FGDs). Twelve participants and four FGD groups contributed to data collection via purposive and proportional sampling methods. The transcription, coding development and identification of main and subthemes were conducted using NVivo version 12 software. The results indicated that the HDP improved teachers’ attitude of professional engagement by enhancing their approaches to assessment, teaching practices, teacher-student relationships, and their professional outlook. It also improved their attitude toward classroom management by improving their time and classroom problem management, which ultimately improved their attitude toward responsibility-taking skills. Therefore, HEIs should support the delivery of the program in a manner that fosters the necessary attitudinal changes. Because one’s attitude toward his/her profession positively or negatively affects the classroom teaching-learning process.