The Practice Of Teachers Professional Development In Selected Secondary Schools Of Oromia Special Zone Surrounding Finfine

The main purpose of this study was to study the practices of teachers’ professional development in selected secondary schools of Oromia Special Zone Surrounding Finfine. The study was a descriptive survey research by design. Survey method was used to collect quantitative data, while interview was used for collecting qualitative data. A total of four schools, 105 teachers, 35 school administrations, four Supervisors, and One Zonal, and two Woreda experts took part in the study. Simple random sampling technique was used to select the four schools out of which 105 teachers of the participating schools picked by using simple random sampling method. Questionnaires were used to collect data from the 105 teachers and 35 School administrations (Principals, Vice principals, Unit leaders, and department heads) while interview through purposive sampling method schedules would be used to obtain data from the Supervisors, and key informants from woreda and zonal experts. The data obtained were analyzed by using tables mean and SD with the help of SPSS version 20 software. The major findings were that professional development programs offered in the secondary schools of Oromia Special Zone Surrounding Finfine were not designed and implemented based on accurate identification of needs and prioritization of the same. Most of the training and development decision were made based on the availability of budget and top management decisions. In conclusion, since the teachers’ professional development activities of the secondary schools of Oromia Special Zone Surrounding Finfine was not in line with the development process and also constrained with problems it is not contributing to improving the skill and knowledge development of teachers and in turn not to students achievement. Some recommendations were forwarded among which school administrations, Woreda and zone education experts should support and enforce training and development programs so that it benefits the teaching and learning activities of secondary schools by capacitating teachers.

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