Yimam, Melaku (PhD)Gessesse, Mengistu2019-01-172023-11-102019-01-172023-11-102010-06http://etd.aau.edu.et/handle/12345678/15843The purpose of the study was to assess the practice and challenges of teachers' continuous professional development in selected Government Secondary Schools of Mekelle and South-Eastern Zone of Tigray Regional State. To this effect, four research questions were asked. These were: to what extent is CPD supported? To what extent has CPD enhanced teachers' professional competence? What are the perceptions of teachers towards CPD? And what are the major challenges that affect the implementation of CPD? To conduct the assessment and secure answer for these questions, descriptive survey method was employed. Five secondary schools 2 from Mekelle and 3 from SouthEastern Zone were selected using simple random sampling technique. From these sample schools 120 teachers were selected by stratified random sampling technique and 40 students were selected randomly from members of the students' parliament. Moreover, using purposeful sampling, 5 principals and 4 cluster supervisors were used as the sources of primary data. Primary data were collected through questionnaire, interview and focus group discussion. Document analysis was also used to substantiate the primary data. The quantitative data were first edited, coded and encoded into SPSS with which analysis were made and the interpretation were done using percentage and mean. And t-test were employed to check if there was significant difference or not between the views of NDTs and ETs. The qualitative data were interpreted by narration. The findings of the study revealed that the SUppOlt and guidance teachers received from mentors, facilitators and principals on the implementation of the program were not adequate. This was mainly due to the lack of knowledge and awareness on the part of principals, mentors and facilitators. It was also revealed that the professional competencies of teachers such as the practice of classroom management skills, active learning methods, the practice of action research, continuous assessment and the organization of teachers' portfolios were reported to be enhanced inadequately and students hardly know whether the program was running or not in their schools. This may indicate that the program was haphazardly implemented without involving the direct beneficiaries. Thus, the program was not fully implemented and it seems that the practices observed were done for the fulfillment of career promotion rather than realizing the quality of education. It seems that teachers perceive negatively to the program which may indicate that they were not pleased by the program. This may show that the awareness of teachers was not adequate which may call for the program to be redesigned so as to address teachers' needs. The major factors that greatly hampered the effective implementation of the program among others were lack of adequate knowledge and awareness on the program, lack of support and guidance, inappropriate design of training modules. Thus, for the program to be successful, it is recommended that principals, mentors and facilitators should be capacitated by organizing training and experience sharing programs and full time expertise should be assigned at all levels to lead the program proactively. The awareness and capacity of teachers should be strengthened on the practices of classroom management activities, active learning methods, action research, continuous assessment and organization of teachers' portfolios by organizing training, experience sharing and continuously supporting and guiding the program. The training modules should be revised to address teachers' needs and integrate them with the course materials teachers teach at the secondary level. The efforts of best performing teachers should be acknowledged and motivated and schools should organize need based training programs at school and cluster levels .enTeachers' Continuous Professional Development ProgramThesis