PRACTICES AND CHALLENGES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IMPLEMENTATION IN SECONDARY SCHOOLS OF EASTERN HARARGHE ZONE, OROMIA REGIONAL STATE, ETHIOPIA

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