The Implementation Of Teachers Continuous Professional Development Of In Gullele Sub- City Government Preparatory Schools Of Addis Abeba

The purpose of this study was to assess the current implementation status of teachers CPD program inrngovernment preparatory schools of Gullele Sub-City. To realize the purpose of this study, quantitative andrnqualitative methods were employed. The study was carried out on two government preparatory schoolsrnthat were selected using purposive sampling and survey technique. The study also involved 104 Teachers,rn30 school leaders(4 principals and 26 department heads).the data of this study was collected throughrnquestionnaires, interview and document analysis. The quantitative data were analyzed through SPSS andrninterpreted by chi-square. The qualitative data were used to support the quantitative data .The result of therndata analysis and interpretation indicated that the engagement of teachers in different types of CPDrnactivities was not sufficient. And the methods that were used to acquire new skill and knowledge throughrntraining and induction program were not satisfactory. The extent of results of CPD program wasrnmoderately helped teachers to apply effective teaching methodology and improved teacher‟s achievement.rnThe challenges which hindered the program was lack of competent facilitators, lack of coordinationrnbetween the schools and sub-city and education bureaus, failure to synchronize CPD with career structure,rnthe school environment and management were not supportive. The role played by school stakeholders‟rnprincipals and the sub-city level education office was not active in monitoring assessing the program andrnto support teachers in the CPD program. To improve the implementation of the CPD program, thernconcerned bodies should allocate adequate budget, provide trainings, seminars, workshops andrnContinuous discussions should be arranged for all stakeholders, and the monitoring and evaluation systemshould be constructive finally to increase the commitment of teachers the program should bernsynchronized with incentives such us, career structure, and should be as a prerequisites for teachers‟rnlicensing and up grading programs.

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