Practice And Challenges Of Continuous Professional Development In Government Secondary Schools Of Addis Ketema Sub-city Addis Ababa

The purpose of this study is to investigate the practices and challenges of school based continuous professional development in government secondary schools of Addis Ketema sub-city, Addis Ababa .School based Continuous Professional Development (CPD) has been implemented in Ethiopian schools with the aim of enhancing the classroom practices of teachers and consequently improving the achievement of students. This study is an attempt to analyze the practices and challenges of implementing school based CPD in the selected government secondary schools of Addis Ketema sub-city .The study used three basic research questions. The research methodology employed in the study was descriptive survey method. School principals, school CPD facilitators, sub-city supervisors and education experts/CPD focal persons were selected purposively as sources of data where as teachers were selected with simple random sampling for the study. The data gathering tools employed were questionnaire, interview, FGD and document analysis. The participants of interview were principals, vice principals and school CPD facilitators. Sub-city supervisors and education office experts were used in FGD/focus group discussions. Questionnaire was administered to teachers of which all were properly filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, frequency and mean score while the data gathered through interview and open-ended questions were narrated qualitatively. Results of the document analysis were also described. The analyses of the data revealed that the extent of teachers’ engagement in continuous professional development practices was inadequate. The findings showed that stakeholders were providing insufficient support for the teachers. The absence of strong link between CPD and teachers’ career development structure, efficiency, license and relicense could lead to teachers’ loss of trust in CPD. Generally, it is possible to conclude that school based continuous professional development was inadequately implemented and students‟ academic achievement was insufficiently improved in government Secondary Schools of Addis Ketema sub-city. So, serious consideration should be given mainly to the capacity development of all the stakeholders involved in the delivery of the CPD program.rnKey Words: Continuous Professional Development, Practice, implementation, challenge

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