Abstract:
The main purpose of the study was to investigate the relationship between the school CPD
practices and teachers’ performance in secondary school of Kefa Zone. Primarily, the study used
a correlational design and the research method used was both quantitative and qualitative.
Sampled schools, principals and teachers were selected using simple random sampling with
lottery technique. Data were gathered using Questionnaires, interview and document review.
Questionnaire was distributed to 134 teachers and 6 principals. Interviews were also conducted
with supervisors and Woreda Education Office CPD coordinators. Data gathered was entered
into SPSS version 23 and analyzed and interpreted using both descriptive and inferential
statistics. The finding of the study showed that, CPD is valued as important element for teacher’s
professional improvement by majority of respondents, but its practical implementation was not
effective. Both sources of data concurrently confirmed that CPD outcome was perceived as
fruitful in improving teacher’s professional proficiencies but teacher’s performance was not
perceived well which was attributed to problematic performance appraisal system. The result of
Pearson correlation coefficient (.833) showed that there was strong positive relationship
between school CPD and teachers’ performance. It was, thus, concluded that CPD practice is
not as much as the value given to it and teachers’ performance is required to be improved.
Additionally it was concluded that in the study area higher level of continuous professional
development practice can make teachers more effective in their performance. On the basis of the
findings and conclusion, it was recommended that teachers’ principals and supervisors in
schools are better improve CPD practice based on individual teacher need. Moreover, Woreda
Education Office and Zonal Education Department along with other stakeholders are
recommended to continually monitor and supervise the practices of CPD in secondary schools of
Kefa Zone
