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An Assessment of the Implementation of Continuous Professional Development Program in Selected Secondary and Preparatory Schools of Dawuro Zone

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dc.contributor.advisor Yimam, Wossenu (PhD)
dc.contributor.author Alaro, Afework
dc.date.accessioned 2018-08-06T07:37:19Z
dc.date.available 2018-08-06T07:37:19Z
dc.date.issued 2014-06
dc.identifier.uri http://etd.aau.edu.et/handle/123456789/10984
dc.description.abstract The purpose of this study was to assess the implementation of CPD program in secondary and preparatory schools of Dawuro Zone. The study attempted to identify perceptions of school leaders and teachers on the CPD program, stakeholders’ support and follow up activities on the CPD program, benefits of CPD program in the teaching and learning process, the effectiveness of the implementation of CPD program and factors affecting CPD program. 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, research has shown that teachers have not improved their classroom practice which indicates that CPD program was not implemented successfully as it was planned. Descriptive survey design was employed to achieve the intended objectives and to answer the basic research questions. The survey sample consisted of 5 secondary and preparatory schools, 15 school leaders, 83 teachers, 35 CPD coordinators, 15 Woreda/Town TDP coordinators and 5 supervisors. These groups of samples were selected using purposive sampling and simple random sampling techniques. Data collecting instruments like questionnaire, semi-structured interview, 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 independent samples t- test were employed. 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 conducive 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. Key words: assessment, implementation, Continuous Professional Development, program, training en_US
dc.language.iso en en_US
dc.publisher Addis Ababa University en_US
dc.subject Assessment en_US
dc.subject Implementation en_US
dc.subject Continuous Professional Development en_US
dc.subject Program en_US
dc.subject Training en_US
dc.title An Assessment of the Implementation of Continuous Professional Development Program in Selected Secondary and Preparatory Schools of Dawuro Zone en_US
dc.type Thesis en_US


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