Data from twenty-one private and eight mission schools on staff development programsrnindicate that teachers in these schools in the capital, who are upgrading for professionalrndevelopment, are not exchanging among themselves new ideas, views, or principlesrnlearned in their upgrading classes, to improve their professional practices. Schoolrnmanagements are not employing techniques to make teachers coach or mentor each otherrnin their field of specialization nor do they arrange orientation programs and inviternexperts to orient teachers to enliven their classes for the purpose of improving students'rnachievements. Skills inventory or needs assessment is not taken to choose those who needrnprofessional development; moreover, educational opportunity is granted to individualsrnnot for the sake of improving the quality of education but only to reward those who arernbelieved to be stars of the schoolsrnThis study examines the ways in which teacher qualifications through staff developmentrnprograms can contribute to student achievement in Addis Ababa City. The findings of thernquantitative analysis suggest that policy reformation about educational investmentrnprojects with the intention of staff development will enhance quality of teachers which isrndirectly related to improvements in student performance - the current, urgent concern ofrnthe Ministry of Education.rnData from teachers and principals of private and mission schools and from StatisticalrnAbstracts are used in the study to assess the interest of teachers for their profession andrnthe contribution of their schools in this dimension. This study suggests that the currentrnstudy by MOE is the right initiation at the right time to promote quality education and atrnthe same time to resolve the problem of professional suicide in the field of education. Thernstudy, therefore suggests that private schools have to adopt this move of the Ministryrnwhich is regarding teacher education, licensing, and professional development to makernan important difference in the qualifications and capacities that teachers bring to theirrnwork