Abstract:
The main purpose of this study was to assess the practices and challenges of continuous
professional development implementation in secondary school of Jigjiga City Administration,
Southern nation nationalities regional State. The research design employed in the study was
descriptive survey. The research method was both quantitative and qualitative approaches were
employed. The sampling techniques employed was simple random sampling. The sample size was
73 teachers, 8 City education office, 5 principals, 7 schools’ continuous professional development
implementation, 5 vice principals, 3 cluster supervisory experts, and 4 continuous professional
coordinators with the total of 98 participants out of 186study populations. The data gathering tools
were questionnaire, and interview as well as document analysis. The participants of interview were
5 principals, 5vice principals, 3 cluster supervisors, and 8 City and zone experts. Then, the
information gathered through questionnaire was analyzed using percentage and mean score
qualitatively. Results of document analysis were also described. The findings of the study indicated
that the extent of teachers practices of professional development activities such as mentoring,
portfolio development, conducting action researches, facilitating group discussions and peer
observations, and evaluating the overall successes and failures of the implementation processes
were inadequately implemented.. These include: orienting teachers in advance with the overall
contents of the professional growth, motivating teachers to willingly take more responsibilities in
the implementation process, employing trained facilitators and supervisors, and allocation of
sufficient resources to effectively achieve the intended goals.
