Policy and Practice of Teachers' Continuous Professional Development Program in Government Primary Schools of East Shoa Zone
| dc.contributor.advisor | Degefa, Demoze(PhD | |
| dc.contributor.author | Aboye, Girma | |
| dc.date.accessioned | 2021-09-22T06:00:13Z | |
| dc.date.accessioned | 2023-11-05T09:00:13Z | |
| dc.date.available | 2021-09-22T06:00:13Z | |
| dc.date.available | 2023-11-05T09:00:13Z | |
| dc.date.issued | 2021-07 | |
| dc.description.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 | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/27962 | |
| dc.language.iso | am | en_US |
| dc.publisher | AAU | en_US |
| dc.title | Policy and Practice of Teachers' Continuous Professional Development Program in Government Primary Schools of East Shoa Zone | en_US |
| dc.type | Thesis | en_US |