Abstract:
The main purpose of this study is to assess the practice and challenges of continuous
professional development in secondary schools of Assosa Zone. Hence it examined the
implementation of continuous professional development activities, the support provided
from principal, cluster supervisor and Woreda education experts, the professional benefit
Teachers gained from continuous professional development and challenges encountered
during continuous professional development implementation in the study area. To
accomplish this purpose, the study employed both quantitative and qualitative methods. The
study was carried out under randomly selected eight secondary schools of Assosa Zone. A
total of 143 individuals were participated in the study. Among them126 teachers were
included as a sample through simple random sampling technique especially lottery method.
Additionally, 8 secondary school principals, 4 cluster supervisors, 4 Woreda education
office teachers, principals and supervisors coordinators and 1 Zone education department
supervision coordinator were included through purposive sampling technique.
Questionnaire was the main instrument of data collection. Interview and document analysis
were also utilized to substantiate the data gained through the questionnaire. Percent, mean
and standard deviation were employed to analyze the quantitative data, while qualitative
data which was obtained through interview and document analysis were analyzed using
narration. The findings of the study revealed that the implementation of continuous
professional development activities were inadequate. Teachers were less involving in
conducting action research, not well mentored and devoted to mentor their colleagues.
Preparing induction programs for newly deployed teachers, facilitating peer evaluation
and group discussion among the teachers were ineffective. The support provided by school
principal, cluster supervisor and woreda education office experts were insufficient. The
professional benefit teachers gained from the implementation of continuous professional
development were inadequate. Lack of trained CPD facilitators, lack of CPD training at
school or woreda level, shortage of time due to the heavy workload of teachers and
principals, lack of support and motivation for teachers from school, woreda and zone, lack
of budget, lack of systematic coordination between teachers and other stakeholders were
some of the major challenges that hindered the effective implementation of CPD. Based on
the findings, it is recommended that Woreda, Zone and regional education offices work
collaboratively to upgrade teachers, principals, cluster and Woreda supervisors through
giving training opportunities. All concerned bodies should pay a due attention in solving
and taking remedial actions to the problems.
