The professional development of Early Childhood Care and Education (ECCE) teachers, which involves upgrading or updating skills and knowledge, is crucial for ensuring high-quality early care, development, and education. The study reported in this paper explored the challenges and prospects of professional development among ECCE teachers, in Ethiopia, as well as the roles of community, colleagues, and educational experts in supporting early care and development. To achieve the objectives of the study, a qualitative approach, specifically, an interpretive phenomenological design was used. Data were collected using interviews and focus group discussions, and thematic analysis was used for data analysis. The findings revealed that the challenges faced by ECCE teachers in their professional development are related to the value placed on it; funding, working conditions, and diminishing emphasis on the role of play in ECCE. The study also highlighted opportunities for professional development, such as the growing demand for ECCE services and increased Ethiopian government attention. It is recommended that Early Childhood Care and Education (ECCE) providers and government bodies explore ways to secure funding for professional development. For privately owned ECCE centers, this could come from fees paid by parents. For government-owned centers, funds could be mobilized from government sources and Non-Government Organisations (NGOs). This financial support would directly benefit the professional development of ECCE teachers.
Tessema et al. (Wed,) studied this question.