An Assessment of the Implementation of Teachers’ Continuous Professional Development. in Case Government Secondary School in Addis Ababa
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Date
2018-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the implementation of teachers’ continuous professional development (CPD) in government secondary schools of Addis Ababa selected sub- city. The research has shown that teachers have not improved their classroom practice which indicates that CPD program was not implemented successfully as it was planned. The study employed descriptive survey method with both quantitative and qualitative approaches. Secondary schools, School Principals, Sub-City supervisors and Education Bureau TDP coordinators. The random sample consisted of 5sub-city /Education Bureau TDP coordinators and 8 sub city supervisors, 5 school principals, 136 teachers. These groups of samples were selected using multistage random sampling techniques. Data collecting instruments like questionnaire, interview and document analysis were used to collect data. Quantitative data analysis approach was used to analyze close-ended questions; whereas, qualitative data analysis approach was used to analyze the data collected from open-ended, interview and document analysis. To analyze the data collected through questionnaire, mean, standard deviation and were employed. The findings of the study were: the respondents perceived CPD program negatively; there were no stakeholders support and follow up activities on the CPD program; and the CPD program was delayed by many discouraging factors. The study concluded as CPD program was not implemented successfully due to the negative perceptions of teachers, the lack of stakeholder’s support and follow up activities and many factors that are more affecting. Recommendations were made: to implement the CPD program effectively the stakeholders should reduce the workload of teachers; prepare conducive environment for training; apply re-licensing, licensing, certification and career level for teachers, and so on. In addition to this, identify CPD priorities clearly and make discussion with teachers; design systematic support, follow up and evaluation strategies continuously; allocate the necessary budget etc.
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An Assessment of the Implementation of Teachers’, Continuous Professional Development.