ASSESSING THE IMPLEMENTATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS ON TEACHING LEARNING PROCESS OF MATHEMATICS IN KERCHA WOREDA SECONDARY AND PREPARATORY SCHOOLS

Abstract

Continuous Professional Development has been implemented in Ethiopian schools with the aim of improving the classroom practices of teachers and consequently improving the achievement of students. However, different reports have revealed that CPD in these schools is not achieving its intended purposes. The main purpose of this study was to assess the implementation of CPD on teaching mathematics in secondary and preparatory Schools of Kercha Woreda. The researcher selected four Secondary schools and one preparatory school by using available sampling techniques. This research data was gathered from 2 cluster supervisors, 10 school principals, 36 mathematics teachers, 5 school CPD facilitators, and 5 Woreda Education office experts. In order to select sample respondents, purposive and availability sampling techniques were employed. Data for the study were collected using questionnaire, interview guides and documents analysis. Data obtained from questionnaire, were analyzed using statistical tools like frequency, percentage, mean, and standard deviation by applying SPSS software. The data from interview results and documents analysis were analyzed qualitatively. A descriptive case study research design was employed to conduct the study. The finding from data analysis revealed that the support given to secondary and preparatory school mathematics teachers in training CPD and the follow up system were low. The major factors that affect secondary and preparatory schools mathematics teachers in implementation of CPD were getting support on the scientific methods of training CPD and it need continuous follow up from experienced school principals, CPD facilitators, cluster supervisors and Woreda level experts. Finally, it is recommended that continuous training and support to school teachers are orienting teachers in advance with the overall contents of the professional growth, motivating teachers to willingly take more responsibilities in the implementation process, employing trained facilitators, and allocation of sufficient resources to effectively achieve the intended goals.