Abstract:
The purpose of the study was to investigate leaders’ contributions in implementing of teachers’
CPD in Secondary Schools of Hadiya Zone. The study was attempted to identify the contributions
of leaders’ to the implementation of teachers’ CPD. The study employed a descriptive survey
research design and a mixed approach to collect and analyze data. Questionnaire was employed
as the main data collection instrument and supplemented by interview and document analysis
methods.Quantitative data were analyzed using descriptive statistics including frequency,
percentage, standard deviation, and mean. Also inferentially, independent t-test was employed.
Quantitative data were analyzed by using narration and it was carried out in stratified randomly
selected six woredas and simple randomly selected nine government secondary schools. Total
sample size of respondents was 314. Namely, 223 teachers were selected by using simple random
sampling technique. Furthermore, 55 school CPD coordinators, 9 principals, 9 vice principals,
and 18 woreda CPD coordinators were also selected by using availability sampling technique.
The results of the study revealed that the contributions of leaders were not adequate. So that, lack
of financial and materials supports, feedbacks, and training places were insufficient.
Furthermore, teachers’ perceptions, awareness, and motivation levels were still low. It was
recommended that Regional Bureau of Education take appropriate measures including supply of
adequate material, training, and administrative support for Woredas’ education offices,
supervisors, and principals. It was also recommended that principals should create mutual work
condition among teachers and kebele education and training boards to allocate sufficient finance
and training places. Also, Woreda Education Offices should give appropriate feedbacks and
create agreement between teachers and schools on time used in CPD studies during working
hours, and including sixtyhours CPD study completion in teachers’ performance appraisal
practice, as a tool for teacher licensing and re-licensing.
