The Status Challenges And Prospects Of Continuous Professional Development In Oromia The Case Of Two Government Secondary Schools In Jimma Town

As part of the GEQIP, the Ministry of Education of Ethiopia introduced a program of in-servicernContinuous Professional Development in 2000. This qualitative study was aimed to assess thernperceptions, practices, and challenges of CPD in two purposely-selected high schools of Jimmarntown. The employed data collection tools used were in-depth interview, key informant interview,rnFGD and observation with teachers, principal and a supervisor who were chosen purposely.rnBesides, document analysis was also used as an additional source of data. Later on, thernresponses to the interview questions were categorized into three themes and data for thesernthemes were presented in narrative and descriptive forms based on participants understandingrnand interpretation in addition to the researchers’ reflective analysis. The findings revealed thatrnalmost all of the study participants hold a teacher-focused view of CPD. It was also found thatrnthe widely practiced CPD activities in an informal and sporadic manner are workshops,rntrainings, and involvement in some innovative class room management practices, experiencernsharing, and granting of further education opportunities to teachers. The study revealed that thernfour major CPD-related challenges were associated with teachers/students, management,rnresource, and policy. The need to provide timely training , allocate adequate budget and otherrnresources, improving teachers’ life and work conditions are some of the forwarded suggestions.

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