The Implementation of Continuous Professional Development Portfolio in Primary Schools of Boneya-Boshe Woreda, East Wollega Zone, Oromiya Region
No Thumbnail Available
Date
2018-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The researcher’s purpose of conducting this study was to assess the practices of CPD portfolio in
professional development of primary schools in Boneya-Boshe Woreda. To realize these purposes,
five basic questions were asked. To address these questions the descriptive survey designwas
employed. Five (5) educational office experts, 5 principals and 2 vice principal were selected by
available sampling technique and 5 schools and 43 teachers were selected by simple random
sampling technique. Quantitativedata were obtained through questionnaire from 43 teachers in five
primary schools. For interview data it was done with 5 principals and 2 vice principals, and 5
woreda education officers, focus group discussion with 5 lead teachers and also from document
analysis. The interview and document analysis were conducted to cross check the information
obtained through questionnaires. The quantitative data were organized, tallied, and tabulated and
then analyzed by using percentages and descriptive statements. The qualitative data were analyzed
as they were understood by the researcher. The results of data analysis’ and interpretation indicated
that poor training, insufficient knowledge of lead teachers, lack of support and motivation and lack
of follow-up activities from the relevant educational authorities and lack of commitment and
initiative on part of the teachers have affected teachers in using portfolios for the improvement of
classroom instruction. Due to major limitations mentioned above, the participants lacked abilities
and knowledge to reflect on their plans, were unable to show the process of learning activities and
the evidences in changing their practices and students’ performance in their portfolios, lacked ability
to identify the purposes of assessment and evaluation methods to assess the progress of students as
well as teachers and were unable to use the feedbacks provided to teachers for the contribution of
enhanced learning. These were the major problems of teachers observed in this study. Therefore, it is
apparent that the practices of portfolios have very little contribution in enhancing the CPD activities
and quality of education. No teaching methods and different activities had been observed in their
portfolios which led the students to think critically and solve problems. On the basis of these major
findings, conclusions were made in chapter five. Finally, recommendations were suggested.
Description
Keywords
implementation of Continuous Professional Development