School-Based Practices of Teachers' Professional Development in the senior Secondary Schools of Northern Showa Zone of Oromia Regional State
| dc.contributor.advisor | Tasisa, Gizaw (PhD) | |
| dc.contributor.author | Bekele, Zenebe | |
| dc.date.accessioned | 2020-10-20T07:22:22Z | |
| dc.date.accessioned | 2023-11-05T09:05:24Z | |
| dc.date.available | 2020-10-20T07:22:22Z | |
| dc.date.available | 2023-11-05T09:05:24Z | |
| dc.date.issued | 2007-06 | |
| dc.description.abstract | Schooi-based practices of teachers' continuous professional development are the means by which teachers and school leaders up-date their professional knowledge, skill, and altitudes. It is held that teach e rs should get opportunities to improve th e ir profession and produce a productive citizen through providing relevant education for their learners. School-based practices of CPO are more supportive to create access to all teachers and for the whole development of the school. Th e purpose of this thesis was to identity and analysis the school-based practices of teachers' professional development in the selected senior secondary schools of Northern Showa Oromia Regional State. On the top of this, it was believed that findings of the study would con tribute to the improvement of school-based practices o f teachers ' CPO and its management in the sampled schools. A descriptive survey method of research was used to study the problem. To do this, four senior secondary schools were take n as a sample using simple random sampling from 15 secondary schools. Of these schools teaching (1461 and leading (44) staff members, 88 teaching and 28 leading staff members were taken as sample population . 77 teaching and 27 lea din g staff members responded the questionnaire. 36 students, 12 community representatives, 15 wordage needful cation office expert s were in interviewed. Based on their information interpretation and analysis was taking place . The findings of the study sh owed tha t school- base d practices of teachers CPO were at low stage . Its activity was below the expected level. Because there was no any responsible body reacted in planning , programming and organizing the CPO practices in the senior secondary schools as we ll as on the top education sector, the success was in adequate. Some focused practices were practices such as class observation , staff meeting for discussion , ELiP and personalize dings . But the prime CPO practices such as action research on education, mentoring and induction for the NQT were not well developed in the selected senior secondary schools of Northernshows zone of Oromia Regional State . | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/22859 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | IER | en_US |
| dc.title | School-Based Practices of Teachers' Professional Development in the senior Secondary Schools of Northern Showa Zone of Oromia Regional State | en_US |
| dc.type | Thesis | en_US |