Abstract:
The main purpose of the study was to assess the Practices and challenges of teachers’ continuous
professional development and its contribution to students’ academic performance in Government primary
schools of Bishoftu town of Oromia Regional State. To accomplish this purpose, the study employed
quantitative method, correlation design. The study was carried out in 12 selected primary schools
of Bishoftu Town. A total of 182 randomly selected teachers and 25 purposively selected school
leaders have participated in the study. Questionnaires, interview and document analysis were the
main instruments of data collection. The analysis of the quantitative data was carried out by
using descriptive statistics such as mean, standard deviation and inferential statistic such as,
Pearson correlation and Regression analysis to examine the extent of contribution of CPD
practices to students’ performance. The finding indicates that the extent at which teachers CPD is
structurally organized and being practiced is found to be low with mean and standard deviation
(M=2.03,SD=1.06). An effective implementation of CPD program in the schools was found to be at
low level (M=2.03, SD=1.03). Statistically significant relation existed between CPD practices
and primary students performance in Bishoftu Town (P=0.529** Sig = 0.000). Concerning the
contribution level of teachers CPD practice on students performance there positive contribution
on students performance, teachers CPD practice affect students performance positively by 29.4%
(R Square =0.294, Sig=.000). Based on the findings, the researcher concluded that Teachers
continuous professional development is one of the factor contributes to enhancement of primary
school students’ performance. Then it is recommended that, it needs more attention of Regional
education bureau, Zonal and woreda Education offices, school principals, vice principals and
teachers to increase organization and implementation of CPD in all primary schools of the study
area
