Abstract:
Teachers’ professional development is becoming increasingly important as organizations
attempt to maintain competitiveness and productivity having recognized career management
as a component of strategic human capital formation in education. The main objective of this
study was to examine the teachers’ professional development practices and job performances
in Secondary Schools of West Wollega Zone, Oromia Regional State. To realize this
objective, descriptive study design was applied. To accomplish this study, the researcher was
used quantitative approaches. The target population of the study was secondary school
teachers, principals and supervisors.Random sampling technique for the teachers
respondents, was used to derive sample from each schools and purposive sampling technique
was used to drive the principals, supervisors. Thus, the sample of the study was 167 teachers,
19 principals and 13 secondary School Supervisors. Data was collected personally in 7
schools through the use of constructed questionnaire. The collected data was presented by
use of frequency, percentages, mean and standard deviation. The findings reveled that InTeachers’ training, in most secondary schools in West Wollega Zone learnt how to plan
lessons well, mastered their subjects well, learnt how to control classes, learnt how to carry
out formative and summative evaluation of students, increase their knowledge and learnt how
to effectively communicate. The overall mean of teachers’ response on status of teachers job
performance for the twenty items can be estimated to 3.61 with a standard deviation of 0.812
indicates, the response of teachers towards “status of teachers job performance” found in the
level of moderate.On the basis of findings and conclusions, the study recommended that,
there should be formal policy guidelines for training of teachers to continuously participate
and have the opportunity to attend in-service training programme, educational conferences
etc. Adequate funds should be provided by the Zone and Woreda Education for Teachers’
development programmes.
