The Practice and Challenges of Continous Professional Development in Selected Secondary Schools of Kolfe Keranio Sub-City.
| dc.contributor.advisor | Zenebe Baraki (PhD) | |
| dc.contributor.author | Goitom Birhane | |
| dc.date.accessioned | 2024-05-17T06:56:14Z | |
| dc.date.available | 2024-05-17T06:56:14Z | |
| dc.date.issued | 2023-09 | |
| dc.description.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. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/2975 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.title | The Practice and Challenges of Continous Professional Development in Selected Secondary Schools of Kolfe Keranio Sub-City. | |
| dc.type | Thesis |