Status of Portfolio Implementation and Teachers ’ Belief of Its Contributions to their Professional Development and Students’ Learning

the research. The purpose of this study was to assess status of portfolio implementation and teachers ’ belief of its contributions to their professional development and students ’ learning in Bahir Dar town. From 13 public primary schools, 6 schools and 162 teachers were selected. In addition, 3 mentors and 6 experienced teachers were selected purposely for interview. Data were collected using questionnaire and interview. Questionnaire data were analyzed using one sample t-test, Pearson correlations coefficient and multiple regressions, and qualitative data were analyzed using developed categories. The study found out that teachers ’ implementation of portfolio was not to the required level. However, teachers believed that portfolio contributes to their professional development and students ’ learning. Correlation analysis showed that teachers ’ belief about the contribution of portfolio for their professional development and students learning was significantly and positively related with its implementation. On the other hand, regression analysis indicated that teachers ’ belief about contribution of portfolio for their professional development and their students ’ learning was found to significantly predict level of implementation. And, lack of time, lack of continuous and professional-led training, lack of ownership an