The Status of Continuous Professional Development Programmes for Secondary School Teachers in Addis Ababa City Administration
| dc.contributor.advisor | Shibeshi, Ayalew (PhD) | |
| dc.contributor.author | Fesseha, Hailesellasie | |
| dc.date.accessioned | 2019-01-10T08:48:22Z | |
| dc.date.accessioned | 2023-11-10T14:47:42Z | |
| dc.date.available | 2019-01-10T08:48:22Z | |
| dc.date.available | 2023-11-10T14:47:42Z | |
| dc.date.issued | 2004-06 | |
| dc.description.abstract | Continuous Professional Development Programmes are the means by which teachers up-date their professional knowledge, skills, attitudes and abilities. It is held that teachers should get ample opportunities to regularly improve their professional status. Therefore, CPD activities have to be school based so as to create enough access to all teachers. The purpose of this thesis was to evaluate the status of CPD programmes for teachers in secondary schools of Addis Ababa City Administration. The study was conducted considering its timeliness in relation to the changes taking place in the education system. Besides, there were only limited efforts exerted to study the status of CPD programmers in Addis Ababa. On top of this, it was believed that findings would contribute to the improvement of CPD management in the City Administration Education Bureau. The descriptive survey method was used to study the problem. The findings showed that available CPD opportunities were teachers' English Language Improvement Programme, In-service degree programme, limited curriculum based training activities, and educational leadership. They did not provide teachers with enough access to development opportunities. Providers were the Ministry of Education, the City Administration Education Bureau, and the Capacity Building Bureau. The planning, organizing and management practices lacked professional skills. Stakeholders that should have played active role in providing CPD opportunities to teachers did not take part. Provision of training was not determined by systematized needs assessment. The programmers were characterized by series of "one shot workshops" and they were not integrated in such a way that they contribute to the success of regional and national policies or to the needs of teachers and educational personnel. There was duplication of efforts. Reliance was on external trainers. The talents with teachers and within the system were not valued. Eventually, they are not utilized. Programmes in Addis Ababa government secondary schools were, therefore, at a very low level. They focused onfew areas. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/15615 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Continuous Professional Development Programmes | en_US |
| dc.title | The Status of Continuous Professional Development Programmes for Secondary School Teachers in Addis Ababa City Administration | en_US |
| dc.type | Thesis | en_US |