Policy and Practice of Teachers’ Continuous Professional Development Program: The Case of Arada Sub-city Government Primary Schools

Kokeb, Goitom (2015) Policy and Practice of Teachers’ Continuous Professional Development Program: The Case of Arada Sub-city Government Primary Schools. Masters thesis, Addis Ababa University.

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Abstract

The main purpose of this study was to assess the policy and practice of teachers’ Continuous Professional Development program in selected government primary schools of Arada sub-city in Addis Ababa city Administration. In order to address the objectives of the study descriptive survey method was employed. The study was conducted in 10 government primary schools, and stratified sampling was used to select these schools. The study consists of 124 teachers, 10 teachers’ development deputy principals, 4 cluster supervisors and 4 Woreda teachers’ development experts. Teachers were selected through simple random sampling technique. Purposely sampling method was used to select cluster supervisors and Woreda teachers’ development experts. Then availability sampling technique was employed in selecting the teachers’ development deputy principals. Questionnaire was the main data gathering instrument while structured interview and analysis of documents such as CPD action plans and reports were employed to enrich the data gathered through questionnaire. The data so collected quantitatively were analyzed using percentages, means and grand means while qualitative data were analyzed through descriptive narration. Based on the analysis and interpretation of data, it was found out that teachers were involved in annual CPD plan; mentoring; sharing of good practices within the school; and in identifying CPD priorities to be treated by each teacher were promoting factors. Lack of conducive atmosphere; lack of teachers’ commitment; lack of budget and material resources; lack of incentives; lack of efficient support from school leadership and supervisors; lack of emphasis given to implementation; and neglect of implementation training were the major constraints to implement effective CPD program. Accordingly, the conclusion drawn is that though CPD policy has encouraging effects to develop the professional competence of teachers, the practice of CPD program in primary schools under consideration was low. Finally, necessary recommendations were proposed emphasizing on the importance of creating collaborative work culture, creating awareness, giving emphasis to implementation, stimulating teachers’ interest, and provision of incentives for teachers who do CPD as desired so as to improve the implementation of CPD.

Item Type:	Thesis (Masters)
Subjects:	L Education > L Education (General)
Divisions:	Africana
Depositing User:	Kabiru Wallace Ndung'u
Date Deposited:	16 Aug 2019 06:10
Last Modified:	16 Aug 2019 06:10
URI:	http://thesisbank.jhia.ac.ke/id/eprint/9416

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