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.
