Abstract:
The main purpose of this study was to investigate the Practices and Challenges of Teachers’
Professional Development in Preparatory Schools of West Hararghe Zone. The study
employed descriptive survey design with both quantitative and qualitative approaches.
Preparatory schools were selected randomley and PD coordinators (School Principals, Vice
principals, Supervisors, Department heads) and Woreda Education Office vice heads were
selected by using available sampling technique. Teachers were selected with stratified
random sampling based on their experience. Totally, the study involved 103 Preparatory
school teachers, 41 PD coordinators (principals, supervisors and department heads), 111
student council members’ and 6 Woreda Education Office vice heads. As secondary source of
data selected Preparatory school teachers’ portfolios and documents related to TPD were
reviewed. Moreover, a variety of data gathering tools including questionnaire and interview
guide were used. Mean, SD, percentage and inferential statics such as t-test and one way
ANOVA were predominantly used to indicate the respondents’ opinion towards the issue
raised. Thus, the findings of the study indicated that activities like sharing of experience,
respecting each other and students’ idea and planning for TPD were some of the strength
observed. The study also revealed limitations in TPD activities such as; the practices of
training and performance appraisal. It also revealed that the management role played by
school leaders were limited. The challenges of TPD identified at the school level were
include; shortage of time for implementing PD activities, workload, commitment, attitude and
outlook of teachers, and irrelevant contents of CPD. To sum up, it is possible to conclude that
in practice explicit tasks were not done well to attain development goals of the school.
Therefore, it should be suggested that the school leaders and concerned bodies of WEO, ZEO
and REB should facilitate awareness creation forums where teachers and all stakeholders
involved in and discuss on the ways to overcome the challenges which influence the success of
Teachers’ Professional Development activities.
