CHALLENGES OF SCHOOL LEADERS IN IMPLEMENTING SCHOOL BASED” CPD” IN GENERAL SECONDARY SCHOOLS OF KELEM WOLLEGA ZONE, OROMIA REGIONAL STATE

Abstract

The main purpose of this study was to assess the challenges of school leaders in implementing school based CPD in government secondary schools of Kelem Wollega Zone, Oromia Regional States. In the revi.The researcher employed descriptive survey research design to achieve the aim. The sampling techniques employed were availability and stratified random sampling. The sample size was 106 teachers, 44 school management bodies, 5 school continuous professional development facilitators,3 woreda teachers development focal persons with the total of 155 participants selected out of 199 population .The data gathering tools were questionnaire and interview as well as document review .The participants of the interview were woreda teachers development focal person and school Continuos Professional Development facilitators. Questionnaire was administered to 106 teachers and 44 school management bodies (school principals, vice principals, unit leaders and department heads) and 103 (97.16%) teachers returned questionnaire papers while, 43(97.72%) school management bodies returned questionnaire papers, Where as 3 (2.82%) teachers and 1(2.28%) of school management bodies did not return the questionnaire . Then the information gathered through close-ended questionnaire was analyzed using percentage, mean score, standard deviation, combined means, combined standard deviation,independent sample t- test and linear stepwise regression. While the information gathered through interview and open-ended questions were narrated qualitatively. Results of document review were also described. The findings of the study indicated that the extent of teachers practices of teachers professional development planning system, motivating teachers to willingly take more responsibilities in the implementation process,employing trained facilitators and supervisors and allocation of sufficient resources to effectively achieve the intended goals. Effective implementation of continues professional development activities as well as the use of all rounds methods for evaluation of the program effectiveness in government secondary schools of Kellem Wollega Zone needs to give attention for these problems identified and mentioned activities such as mentoring, portfolio development, conducting action research, facilitating group discussion and pre-observation and evaluating overall successes and failure of the implementing process were almost inadequately implemented. The schools management bodies and woreda teachers’ development focal person were providing insufficient support for the teachers. The major problems identified were lack of training manuals, irrelevance and lack of the available training manual, lack of trained facilitators, insufficiency of supports provided for teacher’s growth continues professional development activities were not evaluated based on the school plan and impact effect of continues professional development on learners.Performance was not continuously assessed,lack of incentives for good performance, insufficient allocation of budget,and school systems were not in the way that can fit the training needs of teachers. To overcome the problems encountered recommendations have forwarded. Orienting teachers in advance with the overall contents of the professional growth, they should assess and shape above.