Institute of Pedagogical Sciences

Permanent URI for this communityhttps://repository.mu.edu.et/handle/123456789/286

Browse

Filters

20251

Settings

Subject: search.filters.subject.assessment

Search Results

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    AN ASSESSMENT OF THE IMPLEMENTATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAM IN SECONDARY SCHOOLS OF SOUTH WEST SHOA ZONE, OROMIA REGIONAL STATE
    (Mekelle University, 2025-01-25) ALEMAYEHU REFERA
    The purpose of this study was to assess the implementation of continuous professional development in secondary schools of South West Shoa Zone, Oromia regional state. There are eleven (11) woredas in South West Shoa zone. Because of the woredas are geographically wide, the researcher confined his study only to five (5) woredas by cluster sampling technique. The woredas are divided into three clusters based on their geographical location and weather conditions namely: Woliso cluster, Bacho cluster and Sodo cluster. So, the study included 5(five) woredas of the cluster. From a total of sixteen (16) secondary schools; ten (10) secondary schools were included in the study. There were also from a total of two hundred ninety-two (292) teachers, ten (10) principals and five (5) woreda TDP experts; the data were collected from eighty-six (86) school teachers, ten (10) school principals through structured questionnaires and from four (4) woreda TDP experts through semi-structured interviews. The sampled groups were selected by purposive sampling and simple random sampling techniques. The data collected through questionnaires were analyzed quantitatively through descriptive methods such as the mean, standard deviation and the independent t-test using SPSS software version 24 and the data collected from the semi-structured interview were analyzed and interpreted qualitatively using narration for supplementing the data gathered through questionnaires. The finding showed that continuous professional development program was not implemented effectively in the sampled woreda schools. This was due to the negative perception of teachers and principals toward the structure of CPD, the absence of support and frequent follow up of the activities of CPD from the concerned bodies (i.e., Woreda education, school principals and school CPD coordinators) and the activities of teachers and principals in school CPD; to be climbing to the next career ladder and to be relicensing; the stake holders did not measure their competencies depending on the standard scales required. The study by Getachew Gezahagn, May 2014: Challenges of cpd implementation in Sheka zone, Afework Alaro, June 2014: An assessment of cpd in selected secondary and preparatory schools of Daworo zone and Ashebir Mekonne, March 2014; Practices and challenges of school based cpd in secondary schools of Kemashi zone; showed that the implementation of cpd program in the schools are not implement appropriately. The study among recommended that the stakeholders should give short trainings for CPD coordinators, teachers and the WEO must allocate resources and budget for the school CPD implementations.