Practices and challenges of continuous professional development in secondary schools of assosa zone

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.