Abstract:
The purpose of this study was to investigate whether the continuous professional development program was successful or not among English teachers of Jigjiga city. To this end, descriptive survey study was conducted in 8 government schools from elementary-preparatory levels. All of the English teachers in Jigjiga schools and 2 education experts from WEO were selected by purposive sampling technique. The instruments used to collect data were questionnaire, interview, FGD and document analysis. Questionnaire was administered to 2 WEO officials and 99 English teachers where 98 questionnaires were properly filled and returned. In addition interview was administered to ten purposively selected English teachers. FGDs were also administered in three schools. Furthermore, related documents were analyzed and described. The data collected through close-ended questionnaire were self-administered and analyzed using percentage and mean while the information from the interview, FGD and open-ended questions were narrated qualitatively. Results indicated that: there was uncoordinated mentoring practice between English teachers; English teachers had a moderate attitude towards the CPD program; English teachers‟ participation in CPD activities was very low; also the study revealed that CPD had very low effect on English teachers/teaching. This could be due to: the inconsistency of the program, lack of support and follow up, teachers work load, professional burn out and low morale in the work place were the major barriers of the CPD practice. The researcher concluded that, because of inconsistent and uncoordinated CPD practice, the program was not effective among English teachers of Jigjiga city. Based on the findings it was recommended that: teachers should not be overloaded with classes, the program should be consistent, there should be continuous support and follow up, and teachers‟ active participation in the CPD practice should be praised so that others would be motivated. In addition, Jigjiga WEO, NGOs, the community and other concerned bodies should work in collaboration with the Schools to enhance the teacher development program.
