Role Of Principals In Managing Teachers’ Professional Development In Government Secondary Schools Of Meta W/Kite Woredawest Shoa Zone, Oromia Regional State

Abstract

The general objective of the study was to assess the role of principles in managing teachers professional development in government secondary schools of Meta Walkiteworeda west shao zone Oromia regional state. The woreda was select by purposive, sampling technique. To collect data through questionnaire all the participants were selected using purposive sampling method to make sure that they have gone through the training program or understand the role of principles in managing teacher’s professional development in the school. Quantitative and qualitative research methods were employed for this study, and although two types of research instruments were used namely; questionnaires and interview schedules. The data for this research were obtained from both primary and secondary sources. Based on the findings of the study, teachers gained professional support from instructional leadership in order to improve their instructional skills are insufficient. They do not support teachers to prepare different instructional materials for teaching learning effectiveness; do not assist teachers in the implementation and evaluation curriculum; do not contribute to enhance professional competence of teachers by providing orientation programs for new teachers; do not facilitate short term training to teachers continuously. From the above findings, one may conclude that, teachers did not gain proper professional support from leadership in order to improve their instructional skills and so teachers‟ instructional skills remain unchanged. In conclusion, the researcher recommends a more detail and comprehensive studies in the same area to investigate and further strengthen the practices of instructional leadership under the study area