Policy and Practice of Teachers' Continuous Professional Development Program in Government Primary Schools of East Shoa Zone
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Date
2021-07
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Publisher
AAU
Abstract
The purpose of this study was to assess the policy and practice of teachers’ Continuous
Professional Development program in selected government primary schools of East Shoa
Zone. Descriptive survey design was employed to achieve the intended objectives and to
answer the basic research questions. The study was conducted in 12 government primary
schools, and stratified sampling was used to select these schools. The study consists of 99
teachers, 12 school principals, 4 cluster supervisors and 3 Woreda TDP experts. Teachers
were selected through simple random sampling technique. Purposely sampling method was
used to select cluster supervisors and Woreda teachers’ development experts. Then
availability sampling technique was employed in selecting the schools principals that
directly follow CPD program. Questionnaire was the main data gathering instrument while
structured interview and analysis of documents such as CPD action plans and reports were
employed to enrich the data gathered through questionnaire. The data so collected
quantitatively were analyzed using percentages, means and grand means while qualitative
data were analyzed through descriptive narration. The major findings of the study were:
there was no problem of CPD policy document and implementation guideline in the school
but the use of the document was as much as moderate, not all teachers perceive CPD policy
and Implementation guide lines positivity in the schools, majority of teachers and principals
did not make effort to participate in CPD activities as intended in the policy, majority of the
respondents reported the existence of unsatisfactory support. Accordingly, the conclusion
drawn is that though CPD policy has encouraging effects to develop the professional
competence of teachers, the use of the document and practicability of CPD program in
primary schools was low. Finally, necessary recommendations were made: stressing on the
importance of using CPD policy document and implementation guidelines, creating
collaborative work culture, creating awareness, apply licensing, re-licensing, certification
and career level for teachers, design systematic support, follow up and evaluation strategies
continuously; allocate the necessary materials, budget and giving emphasis to
implementation so as to reach the intended target of CPD