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

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.