Thesis Open Access

THE PRACTICES AND CHALLENGES OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHERS' PEDAGOGICAL SKILLS IMPROVEMENT: THE CASE OF PRIMARY SCHOOLS IN DANDI WOREDA

BEKELE MERGA AGA

 

The main purpose of this study was to assess the practice and challenges of continuous
professional development on teacherspedagogical skills improvements in primary schools
in Dendi Woreda. The study was designed to understand the present practices of continuous
professional development that have been in place in primary schools, the extent of its
implementation and where the challenges are. To achieve this purpose, descriptive survey
research design was employed. Both quantitative and qualitative approaches were used for
data analysis. The sample size of 66 teachers, 20 school leaders, 1 Woreda education office
expert and 1 Zone education office expert were involved in the study. Teachers were selected
using simple random sampling technique, while school leaders and experts were include in
this study using purposive and availability sampling respectively. The data gathering tools
were questionnaire, interview and document analysis. Questionnaire was employed to collect
data from school leaders and teachers and interview was used to gather information from
woreda expert and Zone education department. Then, the information gathered through
closed-ended questionnaire was analyzed using percentage, mean score and t-test. While the
information gathered through interview and open-ended questions were narrated
qualitatively. The findings of the study indicated that the extent of teachers practices of
professional development activities such as mentoring, portfolio development, facilitating
group discussions and peer observations, and evaluating the overall successes and failures
of the implementation processes were inadequately implemented. The school leaders
(principals, cluster supervisors, professional development facilitators), woreda and zone
experts were providing insufficient support for the teachers. Thus, teachers were not
benefited much from the present continuous professional development program. The major
challenges identified were, lack of training manuals, irrelevance of the training contents to
the need and interest of teachers, lack of trained facilitators, insufficiency of supports
provided for teachers growth at all level, insufficient allocation of budget to run school
programs were some of the challenges. To overcome the challenges encountered creating
teachers awareness in advance with the overall CPD aims and its contribution for teachers
pedagogical skills improvements, motivating teachers to willingly take self-initiative and
responsibilities in the implementation process, assigning competent and trained facilitators
and supervisors, and allocation of sufficient resources are pertinent and vital to effectively
achieve the intended goals of continuous professional development program were
recommended.
 

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