Continuous professional development in government secondary schools of bench sheko zone: teachers’ perspectives

Abstract

The purpose of this study is to overview of teachers perspectives on continuous professional development (CPD) in Bench Sheko Zone Sheko Woreda Secondary schools. The study used five basic research questions. The research employs in the study descriptive survey method, which is supplement by qualitative data. The sampling techniques used purposive, availability and simple random sampling. The sample size would be 194 teachers study populations. The data gathering tools employed would be questionnaire, interview as well as document analysis. The participants of interview were department heads, Continuous Professional Development facilitators. Questionnaire would be administered to 194 teachers of which 190 of them were properly filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, frequency, standard deviation, and mean score while the data gathering through interview and open-ended questions would be narrated qualitatively. Results of the document analysis would also describe. The findings indicated that the extent to which teachers engagement in professional development activities such as mentoring, portfolio development, conducting action research, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The major challenges identified were, lack of training, lack of action research, lack of fulfilling Continuous Professional Development materials, lack of trained facilitators, insufficiency of supports provided for teachers growth, insufficient allocation of budget, lack of peer coaching and peer evaluation, and absence of induction program, were identified by this research as the serious exploration of teachers view on Continuous Professional Development realization in secondary schools of Sheko Woreda