Abstract:
The purpose of this study was to investigate the practices and challenges of CPD
implementation in secondary schools of Eastern Hararghe Zone. The study arose from a
concern that, though the Government of Ethiopia planned CPD program to update the
professional development of teachers to improve the achievements of students. Descriptive
survey design was employed to achieve the intended objectives. The survey sample consisted of
18 secondary schools, 18 school leaders, 156 teachers, 18 CPD coordinators, 7 Woreda/Town
TDP coordinators. These groups of samples were selected using purposive sampling and
simple random sampling techniques. Data collecting instruments like questionnaire, semi structured interview, and FGD and document analysis were used to collect data. Quantitative
data analysis approach was used to analyze close-ended questions; whereas, qualitative data
analysis approach was used to analyze the data collected from open-ended, semi-structured
interview, FGD and document analysis. To analyze the data collected through questionnaire,
mean, standard deviation and percentage were employed. And qualitative data were analyzed
by triangulation and narration. The major findings of the study were: majority of the
respondents (teachers) perceived CPD program negatively; there were no stakeholders
support and follow up activities on the CPD program; and the CPD program was delayed by
many discouraging factors. The findings of the study concluded as CPD program was not
implemented successfully due to the negative perceptions of teachers, the lack of stakeholders
support and follow up activities and many more affecting factors. On the basis of these major
findings and conclusion the following recommendations were made: to implement the CPD
program effectively the stakeholders should reduce the work load of teachers; prepare
conductive environment for training; apply licensing, re-licensing, certification and career
level for teachers, and so on. In addition to this, identify CPD priorities clearly and make
discussion with teachers; prepare annual and individual CPD plan; design systematic support,
follow up and evaluation strategies continuously; allocate the necessary budget and, etc
