Teachers' Perceptions and Practices of Continuous Professional Development: The Case of Selected Primary Schools in Jimma Zone
| dc.contributor.advisor | Jebesa, Firdisa (PhD) | |
| dc.contributor.author | Hailu, Ewnetu | |
| dc.date.accessioned | 2018-10-19T06:56:57Z | |
| dc.date.accessioned | 2023-11-10T13:00:52Z | |
| dc.date.available | 2018-10-19T06:56:57Z | |
| dc.date.available | 2023-11-10T13:00:52Z | |
| dc.date.issued | 2009-06 | |
| dc.description.abstract | The purpose of this study was to explore primary school teachers' perceptions and practices of School-based continuous professional development. The study was conducted in Jimma zone: Gumay woreda, Omonada woreda and Jimma town in which 13 to 14 teachers from two primary schools of each woreda were participated. Multiple case study design was employed and in the three woredas (cases) school-based continuous professional development was considered. Data were secured through in-depth interview, FGD, document analysis and observation. The data generated by these instruments were independently analyzed and brought together, thematically analysed and resulted in five major themes: teachers' meaning of SBCP D, teachers' perceptions of relevance, management, and result in enhancement of students learning, and obstructions. These major themes further analyzed into sub-themes and the sub themes are finally analyzed into issues and views. A cross-case analysis technique was employed to explore similarity and lor differences in teachers ' perception and practices of SBCPD among the three cases. Thus the findings indicated that SBCPD is conceived as a means to career development, re-licence and as a means to improve immediate problem solving skills in the school .Other main finding lVaS perception of SBCPD relevance to promote professional ethics, collegiality and to improve teacher- student relationship. It was also found that SBCP D less owned by teachers. Teacher 's classroom practice is less focussed and practices by teachers. Finally it is found that there was no significant support provided to schools. This study then revealed that there is a need in clarifYing the ultimate goal of CP D, need in supervision and training to support teachers undertaking CP D and strengthening community and school collaboration were points seeking concern. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/12957 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Practices of Continuous Professional Development | en_US |
| dc.title | Teachers' Perceptions and Practices of Continuous Professional Development: The Case of Selected Primary Schools in Jimma Zone | en_US |
| dc.type | Thesis | en_US |