Research Article Teaching Effectiveness of Postgraduate Diploma in Teaching and Integrated Curriculum Graduate Teachers: Investigating Students’ and Teachers’ Perceptions Abdurahman Ahmed Endris , 1 Mohammed Hussen Seid , 2 and Khaled Ahmed Abdel-Al Ibrahim 3,4 1 Department of English Language and Literature, Woldia University, Woldia, Ethiopia 2 Department of Chemistry, Woldia University, Woldia, Ethiopia 3 Educational Psychology, College of Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia 4 Educational Psychology, College of Education, Sohag University, Sohag, Egypt Correspondence should be addressed to Abdurahman Ahmed Endris; abduahmed64@gmail.com Received 5 May 2022; Revised 9 June 2022; Accepted 16 June 2022; Published 6 July 2022 Academic Editor: Ehsan Rezvani Copyright © 2022 Abdurahman Ahmed Endris et al. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. A new teacher education package has been introduced in Ethiopia by the Ministry of Education, which is called the Postgraduate Diploma in Teaching (PGDT), for secondary schools since 2011, replacing the integrated curriculum teacher education program with the purpose of equipping trainees with the knowledge and skills needed. However, little research has been carried out on the effectiveness of the PGDT in relation to the previous (integrated curriculum) programme in the actual practices in secondary schools yet. is study, therefore, aims to assess the students’ and teachers’ perceptions of the teaching effectiveness of the PGDT and integrated curriculum graduate teachers in secondary schools in North Wollo Zone, Ethiopia. Data were gathered from participant students (n  214) and teachers (n  16) using purposive sampling. To gather data, questionnaires were employed. e data were analyzed quantitatively using mean, standard deviations, and one-sample t-test. e findings of the study revealed that students and teachers show slightly more positive perceptions of the effectiveness of PGDT, especially in subject matter knowledge; the scores are also significant. However, the results indicated that both the PGDT and integrated curriculum graduate teachers use the lecture method of teaching. Recommendations were forwarded for teacher development, instruction, and research on PGDT. Limitations and future directions of the study are also summarized and discussed. 1. Introduction Education has a pivotal role in the development of a nation. Education provides light for the globe [1]. It is the foun- dation for innovation and modernity. Consequently, people provide great emphasis on education. Improving the quality of education is hence mandatory for a nation’s advancement. To do this, a minimum quality standard is required from the education system. e education quality of a nation mainly relies on the quality of teachers. e effectiveness of educational pro- grammes mainly depends on the quality of teachers [2]. at is, to improve the education quality, proficient teachers who have the essential knowledge, attitudes, and skills are needed. Investing in teachers is the first priority to enhance the education quality (e Education Sector Development Program) [3]. Various educational reforms have been employed in different countries all over the world to enhance the teachers’ quality. Similarly, a teacher education programme, which is known as Teacher Education System Overhaul (TESO), was introduced in 2003 in Ethiopia. e TESO programme was established based on the new Education and Training Policy, which was proclaimed in 1994, as the implementation Hindawi Education Research International Volume 2022, Article ID 1599038, 6 pages https://doi.org/10.1155/2022/1599038