Implementation And Challenges of Continuous Professional Development In Secondary Schools Of West Shewa Zone

Abstract

The main objective of this study was to assess implementation and challenges of continuous professional development in the Government secondary schools of West Shewa Zone of Oromia Regional State. In order to seek answers to the research questions raised, a descriptive study design with mixed approach was employed. The samples for this study were selected through cluster sampling technique, purposive and simple random sampling for the study. The subjects of the study were 12 principals, 15 vice principals, 145 teachers, 5 supervisors and 5WEO officers. The data was gathered from respondents through questionnaire and interview. Furthermore, document analysis was made to supplement the data collected through questionnaire and interview. Questionnaires were distributed for 145 teachers. In order to get additional and in-depth information 27 principals and vice principals, 5 supervisors and 5 WEO officers were interviewed. The data obtained was analyzed by using percentage, mean score and standard deviation. The results indicated that participation of teachers, principals and supervisors in the process of preparation of CPD plan, implementation of CPD and improving challenges faced to CPD implementation to determine priorities were low. Thus, based on the findings obtained from this study can be concluded that the level of Continuous Professional Development plan preparation, implementation and improving challenges faced was highly affected by poor review and design, lack of effective implementation, weak implementation, lack of regular monitoring, and evaluation mechanisms. This implies that the problems emanate from lack of copy and paste plan preparation, understanding of CPD benefit and in conducting commitment of schools principals, review and determination of priorities on problems of implementation, monitoring, and evaluation. Generally, unless this situation is avoided and redirected to the standardized and coordinated way its challenges can affect the schools, teachers and the whole national education negatively. Therefore, to implement effectively and efficiently it is recommended that awareness creation and strengthening the participation of the plan actors, giving training and awareness for teachers and schools to activate planning, implementation and reducing the challenges. To realize this synergy, Education Bureau, Zonal Education Office, WEO and the schools should work independently and collectively to provide continuous training to reduce the challenges.