Abstract:
The purpose of this study was to investigate The Practices and Challenges of Teachers’
Continuous Professional Development in Secondary Schools of West Hararghe Zone, Oromia
Regional State. Descriptive survey research design was employed to answer the basic
research questions. The sample consisted of 5 woreads, 14 secondary schools, 281 teachers, 57 department heads, 14 CPD facilitators, 12 vice principals, 14 principals and 5
supervisors. The samples were selected using simple random sampling and purposive
sampling techniques. Questionnaire, semi-structured interview, focus group discussion and
document analyses were used to collect relevant data from the respondents. The data analysis
was conducted using Statistical Package for Social Sciences version 22. Quantitative data
analysis approach was used to analyze close-ended questionnaire; whereas, qualitative
data analysis approach was used to analyze the data collected from open-ended
questionnaire, semi-structured interview, FGD and document analysis. To analyze the data
collected through questionnaire, mean, standard deviation and independent samples t- test
were employed. The major findings of the study were: The perception of teachers on CPD was
negative while the perception of department heads, CPD facilitator, principals, vice principals
and supervisors were positive. However department heads, CPD facilitator, principals, vice
principals and supervisors did not take satisfactory measures to overcome the negative
perception of teachers on CPD. This led the sampled schools not to practice CPD as the
practical toolkit is intended. On the top of these, major challenges that influence the practices
of CPD were low salary increments for teachers, the department heads, CPD facilitators, vice
principals, principals, supervisor and teachers did not practice their responsibility in terms of
CPD, practicing politics issues in school rather than professional issues, absence of material
and budget to run the program, absence of social status and recognition for teachers. The
implication is that CPD program was not properly practiced in the studied schools. This in
turn hints us the contribution of the CPD program to teachers improve their knowledge and
skill, use what they improve in teaching and learning, student learning and achievements
increase is minimal. Based on the major findings following recommendations were made:
creating high awareness for CPD, upholding the teachers’ code of conduct, desisting from
any action that can tarnish the image of the profession, design skilled, experienced and
systematic way of supporting and following up activities, allocate material and budget to run
the program, involve other stakeholder in the program.
