1. Table of contents.pdf

ACKNOWLEDGEMENTS First, I would like to express my heart-felt thanks to my advisor, Mr. Demoze Degefa, for his unreserved, critical and constructive comments during this research study. This thesis would have not been a reality had it not been for his encouragement and critical comments. Secondly, my thanks go to Professor Klaus Mummenhoff, for financial support throughout my work. In addition, I would like to thank my beloved mother W/ro Turensh Mamo, My father Ato Dessu Deblo and all my sisters and brother whose love, support and encouragement has been source of inspiration throughout my graduate study. My gratitude also goes to Dr. Kenensa Dabi department head of Educational Planning and Management and instructor at Addis Ababa University, who gave me valuable information throughout my work. Again, I would like to thank all teachers and education office experts in Yeka Sub City Education Office for their cooperation in providing me necessary information. Finally, I would like to express my gratitude to all of my instructors who have been supporting and helping me to come to success. i|Page TABLE OF CONTENTS CONTANTS PAGES ACKNOWLEDGEMENTS ..................................................................................................... I TABLE OF CONTENTS ......................................................................................................... II LIST OF TABLES ................................................................................................................... V ACRONYMS AND ABBREVIATIONS ..................................................................................VI ABSTRACT ..............................................................................................................................VII CHAPTER ONE THE PROBLEM AND ITS APPROACH 1.1 Introduction.............................................................................................................................1 1.2 Background of the Study....................................................................................................... 1 1.3 Statement of the Problem ..................................................................................................... 3 1.4 Objectives of the Study ........................................................................................................ 5 1.4.1 General Objective ....................................................................................................... 5 1.4.2 Specific Objectives ..................................................................................................... 5 1.5 Significances of the Study ................................................................................................... 5 1.6 Scope of the Study ............................................................................................................... 6 1.7. Limitations of the Study ..................................................................................................... 6 1.8. Organization of the Study .................................................................................................. 7 1.9 Operational Definitions of Key Terms ............................................................................... 7 CHAPTER TWO REVIEW OF RELATED LITERATURE 2.1 Nature and Concepts of Teachers Continuous Professional Development ........................... 9 2.2 Purpose of continuous professional development ..................................................................... 13 2.3 Features of School Based Continuous Professional Development...................................... 16 2.4 Standards for High Quality Professional Development …………………........................... 18 ii | P a g e 2.5 Effectiveness of Continuous Professional Development.....................................,,,,,,,,,,,..... 20 2.6 Impact of Continuous Professional Development …………………………....................... 22 2.7 Characteristics of Continuous Professional Development...................................................... 24 2.8 Evaluating Continuous Professional Development ................................................................. 28 2.9 Major Activities in Continuous Professional Development…………………………..........32 2.9.1 Induction …………………………………………………………………...……….32 2.9.2 Peer coaching …………………………………………………………………….….34 2.9.3 Mentoring ……………………………………………………………………….…..34 2.9.4 Action research ………………………………………………………….…………..37 2.9.5 Class room practice of continuous professional development …………………..…38 2.11 Portfolios of Teacher Professional Development …………………………………………39 CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3.1. Research Design.................................................................................................................. 41 3.2 Research Methodology ........................................................................................................ 41 3.3 Sources of Data ................................................................................................................... 41 3.4 Study Site and Population ................................................................................................... 41 3.4.1 Study Site .................................................................................................................. 41 3.4.2. Study Population ....................................................................................................... 42 3.5. Sample Size and Sampling Technique .............................................................................. 42 3.6 Data Gathering Tools ......................................................................................................... 43 3.6.1 Questionnaires ........................................................................................................... 43 3.6.2 Interview .................................................................................................................... 44 3.6.3 Document Analysis .................................................................................................... 44 3.7 Procedure of Data Collection ............................................................................................. 45 3.8 Method of Data Analysis .................................................................................................... 45 3.8.1 Quantitative Data ....................................................................................................... 46 3.8.2 Qualitative Data ........................................................................................................ 46 3.9 Checking for Validity and Reliability of instruments ....................................................... 46 iii | P a g e 3.10 Ethical Consideration ........................................................................................................ 47 CHAPTER FOUR PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 4.1. Characteristics of Respondents ................................................................................................ 48 4.2 Presentation, Analysis and Interpretation of Data ………………………………….…........... 50 4.3 Implementation of Continuous Professional Development………........................................... 50 4.4 Support of Principals in the Implementation of Continuous Professional Development…...... 55 4.5 Support of Schools Continuous Professional Development Facilitators in the Implementation of Continuous Professional Development ………………………………………………….... 58 4.6 Support from Sub City Supervisors in Continuous Professional Development Implementation ………………..…...………................................................................................................…. 61 4.7 Challenges of School Based Continuous Professional Development………………..…….... 63 CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 5.1. Summary ………………….................................................................................................... 71 5.2. Conclusions ..............................................................................................................................73 5.3. Recommendations.....................................................................................................................74 References .......................................................................................................................................77 Appendices iv | P a g e LIST OF TABLES Table 1: Summary of Population and Sampling ……………………... ........................................43 Table 2: Sex, Qualification and Years of Experience of Respondents ..........................................48 Table 3: Results of the Implementation of School Based Continuous Professional Development ……………………………………………………………………………………….......51 Table 4: Item Related to Supports Provided by School Principals to Implement Continuous Professional Development ……………………………………………………….……..56 Table 5: Items Related to Continuous Professional Development Facilitator in Enhancing to Implement Continuous Professional Development …………………………..…………59 Table 6: Items Related to sub city supervisors to implement Continuous Professional Development …….……………………………………………………………..………..61 Table 7: Items Related to the Prevailing Challenges of Continuous Professional Development in the Process of Implementation………………………………..……………………..…..64 v|Page ACRONYMS AND ABBREVIATIONS FDRE- Federal Democratic Republic Of Ethiopia MOE- Ministry of Education ETP- Education and Training Policy SIP- School Improvement Program CPD- Continuous Professional development GEQIP- General Education Quality Improvement Program TESO- Teacher Education System Overhaul USAID- United States Agency for International Development CIC- Construction Industry Council DfES- Department for Education and Skills TDA- Training and Development Agency BPS- British Psychological Society HPC- Health Professions Council UK- United Kingdom UKCC- United Kingdom Central Council EUCK- Engineering Council UK CIMA- Chartered Institution of Management Accountant CIPD- Chartered Institution of Personal Development ITT- Institution Teacher Training PPD- Postgraduate Professional Development GTCE- General Teaching council for England QTS- Qualified Teacher Status LAs- Local authorities NSDC- National Staff Development council TECs- Teacher Education Colleges vi | P a g e ABSTRACT The main purpose of this study was to assess the practices and challenges of school based continuous professional development in secondary schools of Addis Ababa. The research design employed in the study was descriptive survey. The research method was both quantitative and qualitative approaches were employed. The sampling techniques employed were purposive and availability sampling. The sample size was 114 teachers, 2 principals, 9 vice principals and 4 sub city supervisory experts with the total of 133 participants. The data gathering tools were questionnaire, interview and document analysis. The participants of interview were principals, vice principals, sub city experts. Questionnaire was administered to 114 teachers where all of them properly filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage and mean score while the information gathered through interview and open-ended questions were narrated qualitatively. Results of document analysis were also described. The findings of the study indicated that the extent of teachers practices of professional development activities such as mentoring, portfolio development, action research, group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school principals, professional development focal persons, head teachers, sub city supervisors were providing insufficient support for the teachers. The major challenges identified were, lack of training manuals, irrelevance and un clarity of the available training manuals, lack of trained facilitators, insufficiency of supports provided for teachers growth, insufficient allocation of budget, and school systems were not in the way that can satisfy the training needs of teachers. To overcome the challenges encountered, recommendations have been forwarded. These include: orienting teachers in advance with the overall contents of the professional growth, motivating teachers to willingly take more responsibilities in the implementation process, employing trained facilitators and supervisors, and allocation of sufficient resources to effectively achieve the intended goals. vii | P a g e