Practices and Challenges of School Leaders in Implementing Teachers Continuous Professional Development in the Secondary Schools of Kamash Zone, Benishangul Gumuz Regional State
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Date
2019-09
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Addis Ababa University
Abstract
The purpose of the study was to assess the practices and challenges of school leaders in the implementation of continuous professional development in the secondary schools of the Kamashi Zone of the Benishangul Gumuz National Regional State. To that effect, a descriptive research design which employs both quantitative for the questioners and qualitative for the interview and document analyses approach was used to conduct the study. Samples were drawn from teachers, principals, vice principals, supervisors and Woreda Education Bureau TDP coordinators. The sampling techniques used included purposive and availability sampling. The data gathering tools employed were questionnaire, interview as well as document analysis. Quantitative data were analyzed using frequency, percentage, standard deviation, and mean score while qualitative data were analyzed thematically. Results of the study revealed that school principals were not able to create favorable situations for teachers to get diverse training, undertake educational research, get professional support and participate in joint planning of CPD programs. The major challenges encountered by school principals in the implementation of CPD were lack of budget, professional support from Woreda Education Office, knowledge and skills in CPD program, and trained CPD facilitators. Based on the results, it was concluded that CPD was not effectively implemented. And, based on the conclusion, it was recommended that school principals should initiate teachers to undertake educational research, facilitate conditions for teachers to get different training, involve teachers in joint planning of CPD.
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Education