An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges
International Journal of Secondary Education
Volume 8, Issue 1, March 2020, Pages: 6-15
Received: Nov. 11, 2019;
Accepted: Apr. 15, 2020;
Published: Apr. 29, 2020
Views 118 Downloads 55
Bezabih Wondimu, Department of Educational Planning and Management, College of Education and Behavioral Studies, Madda Walabu University, Bale-Robe, Ethiopia
Follow on us
The purpose of the study was to assess school based continuous professional development (CPD) with reference to its practices and challenges in secondary schools of Bale Zone, Oromia. Descriptive survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, nine principals, nine school CPD facilitators, three districts education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as data gathering tool. Data gathered through questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration. The findings of the study indicated that practices of school based CPD activities were found inadequate. Lack of common understanding of partners on CPD, absence of link between CPD and teachers’ career structure, and absence of giving feedback on CPD activities were identified as major challenges hampering implementation of school based CPD in secondary schools. Prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring, coaching, action research and portfolio activities; allocating adequate resources used for effective implementation of CPD were forwarded as recommendation of the study.
Continuous Professional Development, Induction, Mentoring, Coaching, Action Research, Portfolio, Practices and Challenges
To cite this article
An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges, International Journal of Secondary Education.
Vol. 8, No. 1,
2020, pp. 6-15.
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
MoE (1994). New education and training policy. Addis Ababa: EMPDA. Directions, London: Kogan page ltd.
Coolahon J (2002). Teacher education and the Teaching career in on education working Paper, Number, 2. Education Directorate, OECD, Paris.
Guskey T and sparks D (2002). Linking professional development to improvements in student learning, Paper presented at the American Educational Research Association, New Orleans, LA.
Sparks D (2002). a New Vision for staff Development. Paper co-published by the National Staff Development council (NSDC) and the Association for Supervision and Curriculum development (ASCD).
MoE (2009). Teachers, leaders and supervisors in Ethiopia framework, Ministry of Education. Ethiopia. MoE (2009). CPD for primary and secondary school Teachers, Leaders and supervisors in
TGE (1994). New education and training policy. Addis Ababa: EMPDA. USAIDAED/BESO II project (2006). Supervision, Leadership, Community Mobilization: A. A.
Fraser C, Kennedy A, Reid L and Mckinney S (2005). Teachers continuing Professional Development, contested concepts, understandings and Models Professional Development in Education, 33 (2) 153- 169
Fullon M (2006). Leading a culture of change. San Francisco: Jossey – Bass.
Hargreaves A (1994). Changing teachers changing times: Teachers‟ work and culture in the postmodern age, London: Cassel.
Yitayew (2013). Practice and challenges of cpd in primary schools of metekel zone, Jimma University. Ethiopia unpublished MA thesis.
Jonanson B (1991). Teacher as researcher. Taking action research to task, USA.
David G (2006). Professional Development for Leaders and management of self-Governing Schools Newcastle, the Netherlands and Austria: Springer Printing Press.
Orodho AJ (2003). Essentials of Educational and Social Sciences Research Method. Nairobi: Masola Publishers.
Gall T, Gall P and Borg W (2007). Educational research. An introduction (8th Ed.) Toronto, on: Ally&Bacon.
George D and Malley P (2003). Calculating, interpreting, and reporting Cronbach’s Alpha Reliability Coefficient for Likert Scales. Middle West Research to Practice Conference in Adult, continuing, and Community Education, 87-88.
Lee L (2002). The effect of Agency Training for Talwanese child care director Professional Development (china), (Electronic resource). Ed. D. Thesis at spaldine University.
MoE (2010). Continuous professional Development for primary and secondary school
Bell T, et-al. (2001). Teacher Development a model from science education, London: the Flamer Press.