The Practice and Challenges of Continous Professional Development in Selected Secondary Schools of Kolfe Keranio Sub-City.
No Thumbnail Available
Date
2023-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
This study was designed to assess the practices and challenges of continuous professional
development in secondary schools of kolfe Keranio sub city, Addis Ababa. To be successful in the
study three basic questions were raised. The research design employed in the study was descriptive
survey. The research method employed both quantitative and qualitative approaches. The sampling
techniques employed were purposive, availability and simple random sampling. Accordingly since the
number schools are few in number all the seven secondary schools were selected. The sample size
was 165 teachers, 13 principals,19 department heads’, 5 schools’ CPD facilitators, with the total of
202 participants out of 764 study populations . The data gathering tools were both primary sources
such as questionnaires for teachers and department heads, interview for principals CPD facilitators,
and sub city experts, and secondary sources includes portfolios and document analysis. The
participants of interview were principals, vice principals, CPD facilitators, and sub city experts.
Questionnaire was administered to 259 teachers and department heads where 78% of them were
properly filled and returned. Then, the information gathered through closed-ended questionnaire was
analyzed using percentage and mean score while the information gathered through interview and
open-ended questions were narrated 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 ,peer observations, and evaluating the overall successes and failures of the
implementation processes were implemented inadequately not considering as owns responsibility. The
school principals, professional development focal persons, head teachers, sub city supervisors were
providing no support for the teachers. and no allocation of budget.
The major challenges identified were, COVID ,wrong perceptions on CPD by teachers (politicize the
program) lack of sufficient office for the newly established schools, lack of training manuals,
irrelevance and un clarity of the available training manuals, lack of trained facilitators, no supports
provided for teachers growth, and school systems were not in the way that can satisfy the training needs
of teachers for the good performance, lack of interest on the program from sub city to teachers. The effects
of the CPD program in the daily activities of teachers were found discouraging. To overcome the
challenges encountered, recommendations have been forwarded.
These includes: All stakeholders need to reach common understanding, the program needs to be
modernized, reformed and restructured the program. The necessity of CPD must be discussed and reach in
to mutual understanding of all stakeholders, 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.