THE PRACTICES AND CHALLENGES OF TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF WEST HARARGHE ZONE, OROMIA REGIONAL STATE

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.