Practices and Challenges of Teachers‟ Continouosprofessional Development in Secondary Schools of Sebeta Sub City in Shager City, Oromia Regional State, Ethiopia
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Date
2023-06
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Addis Ababa University
Abstract
The purpose of this study was to investigate the practices and challenges of Teachers Continuous Professional Development in secondary schools of sabeta sub city. To be successful in the study three basic questions were raised. The study employed a Descriptive survey Research Design using both quantitative and qualitative research methods. The sampling techniques employed were purposive, availability and stratified random. The sample size was 68 teachers, 30 CPD committee, 6 principals, 2supervisors, 2 city focal CPD persan and 1 sub city expert of study populations. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, supervisor, city focal CPD person and sub city experts. Questionnaire was administered to teachers and CPD committee where filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, mean score and an independent sample t-test to see if there is statistically significant mean difference between the opinions of respondents in rating the items. SPSS version 25 was employed to analyze quantitative data while the qualitative data obtained from open ended questions, interviews and document analyses were analyzed using narration and description to supplement the quantitative data. The findings of the study indicated that the extent of teachers practices of professional development activities including teachers’ visits to other schools to share experiences, mentoring, conducting action research, and identify personal CPD needs in line with school’s annual CPD plan. As the result of the study indicated there were major challenges of the implementation of CPD included that lack of motivation, lack of coordination between concerned bodies and lack of monitoring and evaluation. To overcome the challenges encountered, recommendations have been forwarded. These include: giving adequate awareness and training in advance with the overall practices of CPD, 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 goa.Teachers also believed that their CPD activities have improved opportunities for interaction with different program participants and other professionals and improved relationships among teachers and students. An important element of current educational thinking about how to facilitate student learning is the application of student centered active learning and continuous assessment methods. In this regard, CPD activities helped teachers to develop awareness on active learning and continuous assessment methods. However, there are limitations in the practical application of CPD outputs. It was found out that student centered methods were more practiced than continuous assessment techniques in the teaching and learning processes at schools.