Implementation challenges of continuous professional development program in secondary schools of Shaka zone

Abstract

The main purpose of this study was to assess the challenges of continuous professional development implementation. To achieve this purpose, descriptive survey design was used which is supplemented by qualitative research. The study was carried out in four purposely selected secondary schools of Shaka Zone. Then all 119 teachers in the sample schools included using census method. All 4 principal, 5 vice principals, 4 department heads , were also involved in the study for FGD and also 4 Woreda and Zone CPD focal person made discussion through available sampling techniques respectively. Questionnaire was the main instrument of data collection. Focus group discussion, document analysis and interview were also utilized to substantiate the data obtained through the questionnaire. Frequency distributions, standard deviation and percentage were employed in analyzing and reporting the results. Qualitative data obtained through document analysis & interview was analyzed using narration. Findings revealed that in Shaka Zone secondary schools continuous professional development program cycles are not carryout there responsibility for instance WEB should have to allocate adequate budget, give training, supervise and offer feedback and ZEB also should have provide training, supervise and give feedback, consult stakeholders’ . Accordingly, teachers, Principals, WEB and ZEB have shown poor performance in supervising, budget allocation, providing training, give feedback and continuous follow up. The major challenge of contentious professional development implementation is lack of training from teacher side and commitment from principal of school, Woreda and Zonal CPD focal person. Hence it is recommended that WED, ZED and REB should offer adequate trainings, allocate sufficient budget, encourage teachers and federal governments should have prepare and distribute manuals, analyze its CPD need send to cascade; give direction how to offer licence. Since CPD is improves classroom activity everybody should have strive on raising negligible role of stakeholders to work with commitment to alleviate the problem of educational quality.