Abstract:
Themainpurposeofthisstudywastoassess thestatus ofschool-based
teachers’continuousprofessionaldevelopmentin secondary schoolsofeast Hararghe
Zone.OromiaRegionalState.Tothiseffect, inthestudythree basicquestionswere raised.The research design
employedinthe study was descriptive survey.The research methodwasbothquantitativeandqualitative
approacheswereemployed.The sampling techniques employedwere purposive,availability andsimple
randomsampling.Thesample sizewere180 teachers,60departmentheads,12principals,12CPD
facilitators,12viceprincipals,7 School supervisory and 7 woredaexpertswiththe
totalof290participantsoutof580studypopulations.Thedata gathering tools were questionnaire, focusgroup
discussionandinterviewas wellas documentanalysis.The
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participantsofinterviewandfocusgroupdiscussionwereSchool supervisors, woreda experts, vice principals,
departmentheads, and. CPD facilitators. Questionnaires were prepared and distributed for180 teachers
and 12 Principals. Therefore, the total numbers of questionnaires distributed was 192.From the distributed
questionnaires 187 (97.4) were completed and returned. However, five (2.857) questionnaires were not
returned because there were problems of clarity, and werenot filled
properly.Then,theinformationgatheredthrough closed-endedquestionnairewasanalyzed using percentage,
standard division andmean score whilethe information gathered through interview and open-ended
questionswas narratedqualitatively. Results ofdocumentanalysiswere also described.Thefindingsofthe
studyindicatedthatthe extentofteachers practicesof professionaldevelopmentactivitiessuch
asmentoring,portfoliodevelopment,conducting actionresearches,facilitatinggroupdiscussions
andpeerobservations,andevaluatingthe overall successes and failures of the implementation processes were
inadequately implemented.Theschoolprincipals,professional developmentfocalpersons,headteachers,
woreda andschool supervisorswere providinginsufficientsupportforthe teachers.The major challenges
identified were, lack of training manuals, irrelevance and UN clarity of the availabletraining manuals, lack
of trainedfacilitators,insufficiencyofsupportsprovidedfor teachers growth, insufficient allocation of budget,
and school systems werenot in the waythat cansatisfythetrainingneedsofteachers.Toovercome
thechallengesencountered, recommendations havebeen forwardedTheseincludeorienting teachers in
advancewith the overallcontentsoftheprofessionalgrowth, motivatingteacherstowillinglytakemore
responsibilities inthe implementationprocess, employing trained facilitatorsand supervisors, and allocation
of sufficient resources to effectively achievethe intended goals
