The Implementation Of Continuous Professional Development Portfolio In Primary Schools Of Boneya-boshe Woreda East Wollega Zone Oromiya Region

The researcher’s purpose of conducting this study was to assess the practices of CPD portfolio inrnprofessional development of primary schools in Boneya-Boshe Woreda. To realize these purposes,rnfive basic questions were asked. To address these questions the descriptive survey designwasrnemployed. Five (5) educational office experts, 5 principals and 2 vice principal were selected byrnavailable sampling technique and 5 schools and 43 teachers were selected by simple randomrnsampling technique. Quantitativedata were obtained through questionnaire from 43 teachers in fivernprimary schools. For interview data it was done with 5 principals and 2 vice principals, and 5rnworeda education officers, focus group discussion with 5 lead teachers and also from documentrnanalysis. The interview and document analysis were conducted to cross check the informationrnobtained through questionnaires. The quantitative data were organized, tallied, and tabulated andrnthen analyzed by using percentages and descriptive statements. The qualitative data were analyzedrnas they were understood by the researcher. The results of data analysis’ and interpretation indicatedrnthat poor training, insufficient knowledge of lead teachers, lack of support and motivation and lackrnof follow-up activities from the relevant educational authorities and lack of commitment andrninitiative on part of the teachers have affected teachers in using portfolios for the improvement ofrnclassroom instruction. Due to major limitations mentioned above, the participants lacked abilitiesrnand knowledge to reflect on their plans, were unable to show the process of learning activities andrnthe evidences in changing their practices and students’ performance in their portfolios, lacked abilityrnto identify the purposes of assessment and evaluation methods to assess the progress of students asrnwell as teachers and were unable to use the feedbacks provided to teachers for the contribution ofrnenhanced learning. These were the major problems of teachers observed in this study. Therefore, it isrnapparent that the practices of portfolios have very little contribution in enhancing the CPD activitiesrnand quality of education. No teaching methods and different activities had been observed in theirrnportfolios which led the students to think critically and solve problems. On the basis of these majorrnfindings, conclusions were made in chapter five. Finally, recommendations were suggested.

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