PRACTICES AND PROBLEMS OF TEACHERS CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAM IN SECONDARY SCHOOLS OF SIDAMA ZONE

Abstract: The purpose of this study was to investigate the practices and problems of the teachers’ Continuous Professional Development in selected 10 secondary schools of Sidama Zone. Accordingly, the study aimed at answering,extent of CPD contribution on teachers’ professinal skill developmen, extent to which teachers implement or practice continuous professional development; perception of teachers on continuous professional development, and factors that impede teachers’ practices in Continuous Professional Development. The study employed descriptive survey research design to gather information from the respondents. Both primary and secondary data sources were used to collect information. Hence, 10 total secondary schools were selected. Then, 172 teachers out of the existing 404 teachers were selected using simple random sampling techniques and 20 principals were selected availability sampling techniques. Following this, 48 total questionnaires using close-ended item type namely, using rating scale, and some open-ended questions were prepared and given to 172 teachers and 20 principals. After this, 13 open-ended (interview questions) were prepared and presented to 8 supervisors to get the required data. These collected data were analyzed by descriptive statistical techniques of analysis using Statistical Package for Social Science software. Accordingly, the over all findings revealed that the extent of on teacher professional development at selected schools were not satisfactory. Beyond this, activities like sharing experience, solving problem by conducting action research and discussing subject area(curriculum based activities)were indicators for the low extent of its practice. The study asertained magnitudes of the challenges such as lack of resource, poor knowledge and skills of mentors and facilitators, lack of training, absence of commitment, absence of collegial collaboration, negative attitudes of teachers and lack of regular feedback were rated as high.In general, conducting action research, maintaining professional portfolio and giving timely feedback were major indicator for low practices of continuous professional development in the study area.Finally, the study recommended that concerned bodies should devote to improve the way teachers participate in continuous professional development activities, and also to minimize the challenges for effective implementation of teachers professional development program in secondary school in Sidama Zone.