Abstract:
The purpose of this study was to explore the contribution of school leader for the
implementation of teachers’ continuous professional development in the secondary school of
Arsi Zone. Descriptive survey design was employed. Both quantitative and qualitative data
were gathered, organized and analyzed. The sample size was 93 teachers, 8 vice principals 5
supervisor, 5 principals, 35 department heads and 35 schools CPD team with the total of 181
participants out of 574 study populations. The sampling techniques used included purposive,
availability, Stratified sampling and simple random sampling. The data gathering tools
employed were questionnaire, interview as well as document review. The participants of
interview were principals, vice principal and supervisor. Questionnaire was administered to
93 teachers of which 90 of them were properly filled and returned, 35 school CPD team and
35 departments were properly filled and returned. Then, the information gathered through
closed-ended questionnaire was analyzed using, frequency, mean score, combined mean score
and t-test while the data gathered through interview and open-ended questions were narrated
qualitatively. This study found out that, less commitment of school leaders, the absence of
clear TCPD management strategies in the school. The low extent of school leaders in,
experience sharing among nearby school, gave less effective supportive, the attitude of most
school leaders were in a less position in executing TCPD, prepare training on TCPD
activities. It also identified lack of training, lack of fulfilling continuous professional
development materials, insufficiency of supports provided for teachers growth, insufficient
allocation of budget, lack of giving feedback, and lack of monitoring and evaluation system
were the serious challenges of Continuous Professional Development realization in secondary
schools of Arsi Zone. It was concluded that school leaders did not accomplish their task as
they were supposed. It was recommended that school leaders should practically assist
teachers by creating experience sharing among nearby school and should be able to create
strategic direction and plan for the school in collaboration with stakeholders. Moreover, the
school leaders should organize the necessary training and motivate to the teacher on the
implementation of CPD and Woreda education office has to allocate the necessary school
budget