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.

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