The Status of Continuous Professional Development (Cpd) Program in Government Secondary Schools: The Case of East Wellega Zone
| dc.contributor.advisor | Fanta, Tilahun (PhD) | |
| dc.contributor.author | Etana, Aga | |
| dc.date.accessioned | 2019-01-30T07:27:50Z | |
| dc.date.accessioned | 2023-11-10T14:44:24Z | |
| dc.date.available | 2019-01-30T07:27:50Z | |
| dc.date.available | 2023-11-10T14:44:24Z | |
| dc.date.issued | 2009-07 | |
| dc.description.abstract | The main purpose of this study was to assess the status of CPD program in secondary schools of East Wellega Zone. To realize this purpose, four research ques tions regarding perceptions, strength, hindering factors and what to be done on CPD were as ked. To address these questions, the descriptive survey method was employed and 6 secondary schools were selected using simple random sampling and 128 teachers were selected using stratified sampling techniques in proportion with sex, age, experiences and qualification. Department heads, vice principals and principals were selected using availability base and experts in zone and wereda were selected by purposive sample technique. To collect primary data questionnaire and interview were used. The quantitative data were first tallied, organized and tabulated and then analyzed using percentage, and mean. The qualitative data we re analyzed as they were understood by the researcher and as they were expressed by the respondents. The result of the data analysis and interpretation indicate that the assistances given to teachers on program were very low. The follow up system was very poor. The attention given by the concerned body to the program were affected the attitudes of teachers practicing CPD activities negatively. Furthermore, the procedures of its practice varied from place to place or from group to group in the school. Therefore, CPD was not practiced uniformly. The effects of the program were so tentative and that it lacked continuity. The major factors that greatly hampered the effectiveness of CPD program were, of many others, lack of assistances in terms of technical and materials lack of incentives, absence of responsible body at school level. Of the many recommendations suggested, assigning resourceful person at school and giving continuous assistances and followup for teachers were found to be critical. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/16108 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Continuous Professional Development (Cpd) | en_US |
| dc.title | The Status of Continuous Professional Development (Cpd) Program in Government Secondary Schools: The Case of East Wellega Zone | en_US |
| dc.type | Thesis | en_US |