An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges

Bezabih Wondimu

doi:doi:10.11648/j.ijsedu.20200801.12

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An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges

Bezabih Wondimu

Published in International Journal of Secondary Education (Volume 8, Issue 1)

Received: 11 November 2019 Accepted: 15 April 2020 Published: 29 April 2020

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Abstract

The purpose of the study was to assess school based continuous professional development (CPD) with reference to its practices and challenges in secondary schools of Bale Zone, Oromia. Descriptive survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, nine principals, nine school CPD facilitators, three districts education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as data gathering tool. Data gathered through questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration. The findings of the study indicated that practices of school based CPD activities were found inadequate. Lack of common understanding of partners on CPD, absence of link between CPD and teachers’ career structure, and absence of giving feedback on CPD activities were identified as major challenges hampering implementation of school based CPD in secondary schools. Prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring, coaching, action research and portfolio activities; allocating adequate resources used for effective implementation of CPD were forwarded as recommendation of the study.

Published in	International Journal of Secondary Education (Volume 8, Issue 1)
DOI	10.11648/j.ijsedu.20200801.12
Page(s)	6-15
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Continuous Professional Development, Induction, Mentoring, Coaching, Action Research, Portfolio, Practices and Challenges

References

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[5]	MoE (2009). Teachers, leaders and supervisors in Ethiopia framework, Ministry of Education. Ethiopia. MoE (2009). CPD for primary and secondary school Teachers, Leaders and supervisors in
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[12]	David G (2006). Professional Development for Leaders and management of self-Governing Schools Newcastle, the Netherlands and Austria: Springer Printing Press.
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[15]	George D and Malley P (2003). Calculating, interpreting, and reporting Cronbach’s Alpha Reliability Coefficient for Likert Scales. Middle West Research to Practice Conference in Adult, continuing, and Community Education, 87-88.
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[17]	MoE (2010). Continuous professional Development for primary and secondary school
[18]	Bell T, et-al. (2001). Teacher Development a model from science education, London: the Flamer Press.

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Bezabih Wondimu. (2020). An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. International Journal of Secondary Education, 8(1), 6-15. https://doi.org/10.11648/j.ijsedu.20200801.12

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Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int. J. Second. Educ. 2020, 8(1), 6-15. doi: 10.11648/j.ijsedu.20200801.12

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AMA Style

Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int J Second Educ. 2020;8(1):6-15. doi: 10.11648/j.ijsedu.20200801.12

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@article{10.11648/j.ijsedu.20200801.12,
  author = {Bezabih Wondimu},
  title = {An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {1},
  pages = {6-15},
  doi = {10.11648/j.ijsedu.20200801.12},
  url = {https://doi.org/10.11648/j.ijsedu.20200801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200801.12},
  abstract = {The purpose of the study was to assess school based continuous professional development (CPD) with reference to its practices and challenges in secondary schools of Bale Zone, Oromia. Descriptive survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, nine principals, nine school CPD facilitators, three districts education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as data gathering tool. Data gathered through questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration. The findings of the study indicated that practices of school based CPD activities were found inadequate. Lack of common understanding of partners on CPD, absence of link between CPD and teachers’ career structure, and absence of giving feedback on CPD activities were identified as major challenges hampering implementation of school based CPD in secondary schools. Prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring, coaching, action research and portfolio activities; allocating adequate resources used for effective implementation of CPD were forwarded as recommendation of the study.},
 year = {2020}
}

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TY  - JOUR
T1  - An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges
AU  - Bezabih Wondimu
Y1  - 2020/04/29
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200801.12
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Author Information

Bezabih Wondimu

Department of Educational Planning and Management, College of Education and Behavioral Studies, Madda Walabu University, Bale-Robe, Ethiopia

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APA Style

Bezabih Wondimu. (2020). An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. International Journal of Secondary Education, 8(1), 6-15. https://doi.org/10.11648/j.ijsedu.20200801.12

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ACS Style

Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int. J. Second. Educ. 2020, 8(1), 6-15. doi: 10.11648/j.ijsedu.20200801.12

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AMA Style

Bezabih Wondimu. An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges. Int J Second Educ. 2020;8(1):6-15. doi: 10.11648/j.ijsedu.20200801.12

Copy | Download

@article{10.11648/j.ijsedu.20200801.12,
  author = {Bezabih Wondimu},
  title = {An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges},
  journal = {International Journal of Secondary Education},
  volume = {8},
  number = {1},
  pages = {6-15},
  doi = {10.11648/j.ijsedu.20200801.12},
  url = {https://doi.org/10.11648/j.ijsedu.20200801.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200801.12},
  abstract = {The purpose of the study was to assess school based continuous professional development (CPD) with reference to its practices and challenges in secondary schools of Bale Zone, Oromia. Descriptive survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, nine principals, nine school CPD facilitators, three districts education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as data gathering tool. Data gathered through questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration. The findings of the study indicated that practices of school based CPD activities were found inadequate. Lack of common understanding of partners on CPD, absence of link between CPD and teachers’ career structure, and absence of giving feedback on CPD activities were identified as major challenges hampering implementation of school based CPD in secondary schools. Prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring, coaching, action research and portfolio activities; allocating adequate resources used for effective implementation of CPD were forwarded as recommendation of the study.},
 year = {2020}
}

Copy | Download

TY  - JOUR
T1  - An Assessment of School Based Continuous Professional Development (CPD): Practices and Challenges
AU  - Bezabih Wondimu
Y1  - 2020/04/29
PY  - 2020
N1  - https://doi.org/10.11648/j.ijsedu.20200801.12
DO  - 10.11648/j.ijsedu.20200801.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 6
EP  - 15
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20200801.12
AB  - The purpose of the study was to assess school based continuous professional development (CPD) with reference to its practices and challenges in secondary schools of Bale Zone, Oromia. Descriptive survey research design was employed. Simple random sampling technique was used to approach individual samples. One hundred thirty six samples, of which (114 teachers, nine principals, nine school CPD facilitators, three districts education supervisors and one zonal education experts) were used for the study. Questionnaire was employed as data gathering tool. Data gathered through questionnaire was analyzed using frequency, percentage, mean and standard deviation while the data gathered through open-ended questions were analyzed qualitatively by means of narration. The findings of the study indicated that practices of school based CPD activities were found inadequate. Lack of common understanding of partners on CPD, absence of link between CPD and teachers’ career structure, and absence of giving feedback on CPD activities were identified as major challenges hampering implementation of school based CPD in secondary schools. Prior orientation of teachers and all school partners on overall packages of CPD like induction, mentoring, coaching, action research and portfolio activities; allocating adequate resources used for effective implementation of CPD were forwarded as recommendation of the study.
VL  - 8
IS  - 1
ER  -

Copy | Download