The prime pUlpose of the study was to assess the current status of academic staffrndevelopment practices in selected government preparatolY schools of Addis Ababa. Tornthis end, the descriptive survey method was in operation. Both questionnaire andrndocument analysis were in use as instrument of data collection. The sampling techniquesrnused to select the data sources of the study were simple random stratified and purposivernones. Teachers and educational leaders ' development core process coordinators,rnsupervisors, principals, vice-principals, and teachers were the subjects of the study.rnFrequency, percentages, and mean scores were the statistical tools used to analyze therndata gathered. This study revealed that staff members were not given the opportunity tornidentifo their own development needs irrespective of their position. Identification ofrnneeds through analysis of the culture, plan and objective of the school as well asrnindividuals work peiformance together with consideration of trainers' capability andrnlevel of motivation in prioritizing the needs identified were not practiced. Though thernschools made need assessment for staff development programs, it was top level managersrnwho authoritatively determined development needs of sta1ft. As shown in the findings,rnteachers were aware of the program and its contents. However, the programs were notrnoperating according to the time table; procedures were not determined for participationrnand involvement of all sta1ft in the assessment of needs; identification and selection ofrnobjectives, training types, and contents; and evaluation of staff development programs.rnIn effect such scenario may have adverse consequences both on the part of the teachersrnand the school itself It contributes to lowering the interest of teachers to attend thernprogram which might finally end up in physical withdrawal orland may take studentsrntime thereby affecting portion coverage and quality of education outcome. From this, it isrnpossible to conclude as the programs were poorly organized and coordinated. Inrnaddition to this, the available limited practice of implementing academic staffrndevelopment program had been hampered by budget constraints. In light of thesernfindings, some of the recommendations fonvarded are: giving a room to staff members inrnidentifoing development needs of their own, identifoing needs through analysis ofrnindividuals' knowledge, skills, attitude, and work performance together with the culture,rnplan and objective of the schools. Though there might exist unforeseen situationsrnforcing not to run development programs according to the time allotted, attentionrnought to be given to avoid deterring factors that can be foreseen with adequaternpreparation that optimize the possibility of operating staff development programsrnaccording to time tables. Furthermore, rationally accepting needs assessed by thernschools, and avoiding the trend of top level managers' authoritative determination ofrnstaff development needs as well as determination of procedures for participation andrninvolvement of all staff should be made.