International Journal of Secondary Education

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An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges

Received: 11 November 2019    Accepted: 15 April 2020    Published: 29 April 2020
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Abstract

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.

DOI 10.11648/j.ijsedu.20200801.12
Published in International Journal of Secondary Education (Volume 8, Issue 1, March 2020)
Page(s) 6-15
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Continuous Professional Development, Induction, Mentoring, Coaching, Action Research, Portfolio, Practices and Challenges

References
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[3] 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.
[4] 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).
[5] 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
[6] TGE (1994). New education and training policy. Addis Ababa: EMPDA. USAIDAED/BESO II project (2006). Supervision, Leadership, Community Mobilization: A. A.
[7] 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
[8] Fullon M (2006). Leading a culture of change. San Francisco: Jossey – Bass.
[9] Hargreaves A (1994). Changing teachers changing times: Teachers‟ work and culture in the postmodern age, London: Cassel.
[10] Yitayew (2013). Practice and challenges of cpd in primary schools of metekel zone, Jimma University. Ethiopia unpublished MA thesis.
[11] Jonanson B (1991). Teacher as researcher. Taking action research to task, USA.
[12] David G (2006). Professional Development for Leaders and management of self-Governing Schools Newcastle, the Netherlands and Austria: Springer Printing Press.
[13] Orodho AJ (2003). Essentials of Educational and Social Sciences Research Method. Nairobi: Masola Publishers.
[14] Gall T, Gall P and Borg W (2007). Educational research. An introduction (8th Ed.) Toronto, on: Ally&Bacon.
[15] 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.
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Author Information
  • Department of Educational Planning and Management, College of Education and Behavioral Studies, Madda Walabu University, Bale-Robe, Ethiopia

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    Bezabih Wondimu. (2020). An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. International Journal of Secondary Education, 8(1), 6-15. https://doi.org/10.11648/j.ijsedu.20200801.12

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    Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int. J. Second. Educ. 2020, 8(1), 6-15. doi: 10.11648/j.ijsedu.20200801.12

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    AMA Style

    Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int J Second Educ. 2020;8(1):6-15. doi: 10.11648/j.ijsedu.20200801.12

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  • @article{10.11648/j.ijsedu.20200801.12,
      author = {Bezabih Wondimu},
      title = {An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges},
      journal = {International Journal of Secondary Education},
      volume = {8},
      number = {1},
      pages = {6-15},
      doi = {10.11648/j.ijsedu.20200801.12},
      url = {https://doi.org/10.11648/j.ijsedu.20200801.12},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijsedu.20200801.12},
      abstract = {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.},
     year = {2020}
    }
    

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