PRACTICES AND CHALLENGES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN SECONDARY SCHOOLS OF FAFAN ZONE, SOMALI REGIONAL STATE

Abstract

The purpose of this study was to investigate the practices and challenges of school based continuous professional development in government secondary schools of Fafan Zone, Somali Regional state. To achieve the objectives, the study collected primary data from different informants in secondary schools of Fafan Zone. The participants of interview were principals, vice principals and school CPD facilitators. Supervisors and education office experts were used in interview. The research methodology employed in the study was descriptive survey research design. School principals, school CPD facilitators, supervisors and education experts/CPD focal persons were selected purposively as sources of data where as teachers were selected with simple random sampling for the study. The data gathering tools employed were questionnaire, interview and document analysis Questionnaire was administered to teachers of which all were properly filled in and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, frequency and mean score while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also described. The analyses of the data revealed that the extent of teachers’ engagement in continuous professional development practices was inadequate. The findings showed that the absence of strong link between CPD and teachers’ career development structure, efficiency, license and relicense could lead to teachers’ loss of trust in CPD. stakeholders were providing insufficient support for the teachers. School based continuous professional development was inadequately implemented and students‟ academic achievement in sufficiently improved in was government Secondary School. Therefore, the regional and woreda education bureaus should give great attention about CPD program and should also capacitate the schools.moreover, Principals should organize necessary training on CPD as well as motivational program and they should be Committed for their contribution for the implementation of CPD preparation of the school CPD plan and practically assist teachers by creating conducive environment and also consideration should be given mainly to the capacity development of all the stakeholders involved in the delivery of the CPD program