UNIVERSITY OF GONDOR

COLLEGE OF EDUCATION AND DEPARTMENT OF

EDUCATIONAL PLANNING AND MANAGEMENT
THE ASSESSMENT OF IMPLEMENTATION OF CPD PROGRAM
AT SECONDARY SCHOOLS: THE CASE OF JIMMA GENETI
WOREDA, HORRO GUDURU WOLLEGA ZONE, OROMIA
BY
SORESSA WAKJIRA
A THESIS SUBMITTED TO DEPARTMENT OF EDUCATIONAL
PLANNING AND MANAGEMENT FOR THE PARTIAL
FULFILLIMENT OF MASTERS OF EDUCATIONAL PLANNING
AND MANAGEMNT
MAIN ADVISOR: MULUKEN AYALEW
Co- ADVISOR: BIRARA ASNAKEW

JULY 2012

GONDOR, ETHIOPIA
DECLARATION
I declare that the thesis entitled: “The Assessment of Implementation of CPD Program at
Secondary schools: In Jimma Geneti Woreda, Horro Gudara Wollega Zone, Oromia” has been
carried out by me under the guidance and supervision of Muluken Aylewus
Soressa Wakjira __________________________ Date ______________
Signature__________________________

APPROVAL SHEET OF THESIS

This is to certify that the above declaration made by the candidate is correct to the best of our
knowledge

. ______________________________ _____________ ______________

Name of Chairman Signature Date

______________________________ _____________ ______________
Name of Internal Examiner Signature Date
______________________________ _____________ _______
Name of External Examiner Signature Date
 CERTIFICA SHEET
This is to certify that the thesis entitled: “The Assessment of Implementation of CPD Program at
Secondary schools: In Jimma Geneti Woreda, Horro Guduru Wollegas Zone, Oromia” submitted
to University of Gonder for the award of Master’s Degree in school leadership and is a record of
valuable research work carried out by Mr. soressa wakjira under our guidance and supervision
Therefore, we here by Declare that no part of this thesis has been submitted to any other
university or for the award of any degree of diploma

______________________ __________________ __________________

Name of Main Advisor Signature Date
______________________ __________________ __________________
Name of Co Advisor Signature Date
______________________ __________________ _____________
Internal Examiner Signature Date
_________________ _____________ ____
External Examiner Signature Date
Acknowledgement
Above all we would like to give great thanks for GOD for helping as prepare and finish this thesis project
work. The completion of this thesis project would also not been possible without the steadfast support of
several people.

First of these peoples, we would like to express our deep appreciation and sincere gratitude to Mr.
Mulken Ayalews our advisor of the thesis project ,for his wisdom, invaluable guidance and insightful
comment and who reviewed our work., who supported as by giving all data’s required for
accomplishment of the project work I feel deep gratitude towards to, Abdi Biru for their
wholehearted useful suggestions, valuable comments, criticism and careful and very useful
support from the beginning up to the end of my research activity. Furthermore, I would like to
express my deepest thank to all friends and family.
I wish to extend my deepest appreciation to all members of my families for their endless love,
support and encouragement.
Specially, I am highly indebted to you: My Mother W/ro Negase Hamuma you are really
great. Thank you for everything!! I expressed my gratitude to all University of Gonder friends in
general and my wife Zewuditu kebede
TABLE OF CONTENT PAGE

TABLE OF CONTENT PAGE

............................................................................................................................................v

CHAPTER ONE..........................................................................................................................1

1. INTRODUCTION............................................................................................................1
1.1. Background of the Study................................................................................................1
1.2. Statement of the problem.............................................................................................2
1.3. Basic Research Questions............................................................................................4
1.4. Objectives of the study.................................................................................................5
1.4.1. General objective.......................................................................................................................5
1.4.2. Specific objectives......................................................................................................................5
1.5 Significance of the study................................................................................................5
1.6 Scope of the Study and limitation.................................................................................6
1.7 Operational Definition of Terms.....................................................................................6
1.8. Organization of the study...............................................................................................7

CHAPTER TWO.........................................................................................................................8

LITERATURE REVIEW............................................................................................................8

2. Introduction......................................................................................................................8
2.1. The Concept of Continuous Professional Development (CPD) Program...............8
2.2. Overview of CPD program in Ethiopian Context...................................................10
2.3. Importance and Objectives of CPD Program..................................................................13
2.3.1. Importance of CPD Program....................................................................................................13
2.3.2. Objectives of CPD Program......................................................................................................14
2.4 Principles and benefits of effective CPD program......................................................15
2.4.1. Principles of Effective CPD Program.........................................................................................15
 2.4.2. Benefits of Effective CPD Program...........................................................................................15
2.4.3. CPD-Licensing: The Practicalities..............................................................................................16
2.4.4. Sequence for Teaching Licenses..............................................................................................16
2.4.5. Levels in the Career Structure..................................................................................................16
2.4.6. Generic Courses in the Initial...................................................................................................16
2.4.7. Practices for Effective Implementation of CPD Program..........................................................18
2.4.8. Principals’ and Teachers’ Perceptions and beliefs on the CPD program..................................19
2.4.9. Evaluation of Teachers’ CPD Program......................................................................................19
2.4.10. Factors affecting the implementation of CPD........................................................................20

CHAPTER THREE...................................................................................................................21

3. RESEARCH METHODOLOGY.................................................................................21
3.1. Description of the study area.....................................................................................21
3.2. Research Methods......................................................................................................21
3.3. RESEARCH DESIGN...............................................................................................21
3.4. Sources of Data...........................................................................................................22
3.4.1. Primary sources of data.....................................................................................................22
3.4.2. Secondary sources of data.................................................................................................22
3.5. Target population, Sampling Techniques and Sample...........................................22
3.6. Instruments of Data Collection.................................................................................23
3.6.1. Questionnaire....................................................................................................................24
3.6.2. Interview............................................................................................................................24
3.6.3. Focus Group Discussion (FGD)...........................................................................................24
3.7. The Method of Data Analysis....................................................................................25
3.8. Validity and reliability of research Instruments.....................................................25

CHAPTER FOUR......................................................................................................................26

4. RESULTS AND DISCUSSIONs...................................................................................26

4.1. INTRODUCTION..........................................................................................................26
 4.2. Characteristics of the Respondents...........................................................................26
4.3. Perceptions of school leaders and teachers on the CPD programs........................27
4.4. “To what extent the school principals give support and follow up activity for
implementing CPD’’.............................................................................................................31
4.5. The effectiveness of the implementation of CPD program.....................................36
4.6. Factors affecting the implementation of CPD program.........................................40

CHAPTER FIVE........................................................................................................................45

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS...............................45

5.1. Summary of the major findings................................................................................45
5.1.1. Perceptions of teachers and school leaders on the CPD program.....................................46
5.1.2. School leaders support and follow up activities on the CPD program...............................47
5.1.3. The effectiveness of the implementation of CPD program................................................47
5.1.4. Factors affecting the implementation of CPD program......................................................48
5.2. Conclusions.................................................................................................................48
5.3. Recommendations......................................................................................................49

References....................................................................................................................................52

Appendices……………………………………………………………………………………………
 List of Tables

Tables’ page

Table 3.1: Distribution of the target population, the sample and sampling techniques ------
Table 4.1: Respondents’ Characteristics ----------------------------------------------------------- 54
Table 4.2: Responses of respondents on the perceptions of teachers and school leaders on the
CPD program ------------------------------------------------------------------------------------------ 56
Table 4.3: Responses of respondents on the school leaders support and follow up activities on the
CPD program------------------------------------------------------------------------------------------- 61
Table 4.4: Responses of respondents on the benefits of CPD program in the teaching and
learning process --------------------------------------------------------------------------------------- 66
Table 4.5: Responses of respondents on the effectiveness of the implementation of CPD program
------------------------------------------------------------------------------------------------------------ 69
Table 4.6: Responses of respondents on the factors affecting the implementation of CPD
program -------------------------------------------------------------------------------------------------
 LIST OF ABRIVATIONS/ACRONOMYS

CPD Continuous Professional Development

CRCs - Cluster Resource Centers
ESDP- Education Sector Development Program
ETP- Education and Training Policy
FGD- Focus Group Discussion
GEQIP- General Education Quality Improvement Package MoE-
Ministry of Education
NDTs Newly Deployed Teachers
NGOs- Non-Government Organizations
PD- Professional Development
REB- Regional Education Bureau
SPSS- Statistical Package for Social Science
TDP- Teachers Development Program
TEIs - Teachers’ Education Institutions
TESO- Teacher Education System Overhaul
WEO- Woreda Education Office
ZED- Zone Education Department
 Abstract
. The purpose of this study will assess the Implementation of Continuous Professional
Development Program in Secondary Schools of Horo Guduru Zone, of Jimma Geneti Woreda.
The study will be attempted to identify perceptions of school leaders and teachers on the CPD
program, stakeholders’ support and follow up activities on the CPD program, benefits of CPD
program in the teaching and learning process, the effectiveness of the implementation of CPD
program and factors affecting the implementation of CPD program. The study arose from a
concern that, though the Government of Ethiopia planned CPD program to update the
professional development of teachers to improve the achievements of students, research has
shown that teachers have not improved their classroom practice which indicates that CPD
program was not implemented successfully as it was planned. Descriptive survey design will be
employed to achieve the intended objectives and to answer the basic research questions. The
survey sample will consist 4 secondary schools, 9 school leaders, 40 teachers, 4 CPD
coordinators, 1 Woreda/Town TDP coordinators and 1 supervisor. These groups of samples will
be selected using purposive sampling and simple random sampling techniques. Data collecting
instruments like questionnaire, semi-structured interview, and FGD and document analysis will
be used to collect data. Quantitative data analysis approach will be used to analyze close-ended
questions; whereas, qualitative data analysis approach will be used to analyze the data collected
from open-ended, semi-structured interview, FGD and document analysis. To analyze the data
collected through questionnaire, mean, standard deviation and independent simplest will be
employed
Key words: assessment, implementation, Continuous Professional Development, program,
training
 CHAPTER ONE
1. INTRODUCTION

1.1. Background of the Study

Professional development (PD) in a broad sense refers to the development of a person in his or
her professional role. More specifically, Glatthorn (1997) argued that, teacher development is a
professional growth a teacher achieves as a result of gaining increased experience and
examining his/her teaching systematically. It is clear that teacher development can make a
difference in students’ achievement, but it depends on the type of development program and
support that is put in place. Day (1999) defined CPD as a process by alone and with others,
teachers, reviews, , and extends their commitment as change agents to the moral purpose of
steaching and by which they acquire and develop critically the knowledge, skills and emotional
intelligence essential to good professional thinking, planning and practice colleagues through
each phase of their teaching lives.

According to Friedman and Phillips (2000), CPD is the systematic maintenance, improvement
and broadening of knowledge and skills, and the development of personal qualities necessary
for execution of professional and technical duties throughout the individual’s working life.
Within this definition, multiple purposes of CPD can be observed: CPD is concerned with
maintaining knowledge and skills. More recently, this would be summarized as maintaining
one’s competence or competencies. Villegas- Reimers (2003:7) also defined CPD as a means of
improving knowledge and skills of personnel throughout their working lives. It may be used to
update knowledge and skills, prepare for changing roles and responsibilities and increase the
general competencies.

Improving the knowledge and skills of teachers through training is the major function of a
government because it leads to the improvement of students’ academic achievement. They are
expected to change themselves all the time because our world is rapidly changing in every
aspect. To perform this, teacher CPD program is the essential one which is integrated with =-,
different courses for all teaches at any career level which enable them to own sustainable
professional development in teaching. Although CPD is not a new idea to Ethiopia, it has not
been structured and supported. All serving teachers and head teachers should have the right of
access to high quality and relevant CPD opportunities. It is also essential that in order to make
effective educational improvements, teachers must take advantage of these opportunities to
ensure that participation in staff development activities results in change and in measurable
improvement in schools. Teachers will also be expected to renew their teaching licenses
periodically and clear links will be made between CPD, re-licensing and career progression’s (,
2004). This indicates that CPD as a lifelong education, teachers teach themselves and teach each
other to update and add value to their profession. According to MoE, the ultimate goal of CPD
is to enable the students to acquire quality education (MoE[, 2004). Thus, the motto necessitated
the involvement and active participation of teachers in the CPD.

To improve the students’ knowledge and behavior in the teaching learning process, it is
essential to design and organize teachers’ training system that can improve their professional
ethics and develop their capacity in order to make them aware of the fact that education has the
potential to improve one’s ability, helps to avoid harmful practices and enforces science and
technology (MoE, 2007)
As it was indicated in the framework of Continuous Professional Development (CPD) for primary and
secondary school teachers, leaders and supervisors in Ethiopia (MoE, ),the Education and Training Policy
(ETP) set high standards for teachers and described new approach to education. At the heart of this new
approach was the promotion of more active learning, problem solving, and student centered teaching
methods. In addition to this, high emphasis was given to upgrading and updating teachers in pre-service
and in- service training programs.

Regarding the above important points about CPD, the researcher agrees that CPD program has
positive outcomes in the teaching learning process. Because it inculcates every activity
performed in school through updating the knowledge and skills of teachers and develops the
competences among the staff members. Therefore, this study is designed to assess the
implementation of CPD program in secondary schools of Jimma Geneti Woreda.
1.2. Statement of the problem

MoE (2005) in its Education Sector Development Program (ESDP III) document
reported that, teachers do not continuously update their competencies and skills. This indicates
that in rapidly changing world being certified in pre-service training is not the only guarantee to
become a well informed and effective teacher. Thus, teachers must continuously teach
themselves like they are teaching their students. Therefore, CPD has been designed to be the
most effective process, system of learning and experience sharing throughout teacher’s career.
To this effect, the MoE has launched CPD program as a new reform of reaction that intended to
solve the problems of educational quality by updating teachers. Accordingly, it has been
reported that ultimate objective of CPD is to improve the teaching learning process in Ethiopian
schools. However, it is not known whether the intended objective of CPD is attained or not.
Gizaw (2006) reported that, there is a doubt whether the CPD program is actually practiced at
school/cluster levels like other responsibilities of schools and teachers. This implies that there
might be a gap between what has been intended and what is going on in actuality of the CPD
practices.

As reported by Oromia Education Bureau (OEB) (2012), like other Ethiopian Regional areas
and schools, teachers and principals in Oromia Regional state, were trying to go through their
CPD activities, but it was challenging to teachers and school leaders. Horo GuduruWollega
Zone may be sharing these problems because it is one of the Oromia regional state Zones.

As the report of Jimma Geneti education office (2012), one of the zone’s woreda, indicated,
teachers have faced lack of interest and have no positive attitude to take CPD as a means for
their PD and rising students’ achievement, every teacher must take it as mandatory task in their
career. The CPD framework stated that CPD is a compulsory requirement for those who teach
in Ethiopian schools. It is the civic and professional duty of all teachers to engage in CPD
(MoE, 2009).

There are reports on the positive effects of CPD on different school matters like student- teacher
relationship, sharing idea and experience among teachers, working in collaboration, and the
like. Amare et al. (2006) reported that, CPD has laid fertile ground to build strong academic
achievement. And again, Aga (2009) indicated that CPD improves classroom management,
spirits of collegial work, transparency among staffs, professional ethics, creates respect to the
job, teacher-student relation which is the way to have quality of education.

Research conducted by Melkie (2010), in general secondary schools of South Gonder Zone
indicated that, though the majority of the teachers know the purpose of teachers’ CPD and
perceive the program positively, there are also some teachers having negative perception. The
study showed that, the initial trainings to aware the program’s objective; how to implement
CPD, prepare portfolio, plan CPD, and the role of facilitators were not given sufficiently to all
teachers. The research of Ewnetu (2009), that conducted in selected primary schools of Jimma
Zone revealed that, school based CPD activities are less relevant to influence teachers’
classroom practice due to lack of subject specify skills training. i.e., they indirectly influence
the ultimate objectives of school based CPD.

All the above researches that conducted in different parts of Ethiopia show that there were
problems in implementing CPD in the school. Unfortunately, there is no research conducted so
far in the study area on the CPD.

In spite of the above findings on the CPD, the researcher inspired to undertake a study that
deals with the implementation of CPD in secondary schools of Jimma Geneti Woreda for some
important reasons. First, even though CPD is one of the most important programs to update
teachers’ professional competence, knowledge and skills to attain a desired quality of
education; teachers, principals, supervisors, and Woreda officials are complaining about its
complexity. Second, the researcher was a teacher for five years and principal for seven years;
he had real doubt whether the necessary supports such as continuous training and supervision,
seminars, workshops, and different motivations were in place for CPD program. Third, majority
of secondary school teachers had no interest in CPD training and group discussions and CPD
coordinators also had no interest to lead the groups. Fourth, the concerned bodies like Woreda
and Zone TDP coordinators do not give attention for CPD activities/practices.
1.3. Basic Research Questions
The study was designed to find answer for the following questions:
 How CPD program is effectively implemented in secondary schools of Jimma Geneti
Woreda?
 What is the perception of principals and teachers concerning CPD programs in
secondary schools of Jimma Geneti Woreda?

 What challenges hinder the effective implementation of CPD program in secondary

schools of Jimma Geneti Woreda?
 1.4. Objectives of the study

1.4.1. General objective

The ultimate objective of this study is to assess the implementation of Continuous Professional
Development (CPD) program in secondary schools of Jimma Geneti Woreda in Horo Guduru
Wollega, Oromia regional state (HGWORS).

1.4.2. Specific objectives

 To examine the effectiveness of the implementation CPD program in secondary
schools of Jimma Geneti Woreda

 To explore teachers’ and principals’ perceptions towards CPD program in secondary

schools of Jimma Geneti Woreda

 To identify the major challenges hindering the effective implementation of CPD in

secondary schools of Jimma Geneti Woreda
1.5 Significance of the study

The researcher believes that the study will have a vital importance in the following ways:

1 The findings of the study may provide information on the practices and challenges of
CPD program.

2 The findings of the study will help to provide feedback for educators and policy makers.

3. It may help the schools and education offices (Woreda, Zone, and, etc.) to give
appropriate attention to the practices of CPD at school levels.

4. The study will help to identify challenges for future program implementation.

5. The findings of the study will help to develop key inputs for revising the existing
implementation guidelines/manuals.

6. The study may serve as a reference material for further study on the issues of CPD.
1.6 Scope of the Study and limitation
This study was focused on the Assessment of Implementation of CPD Program at Secondary
schools and limited to the study of the research problem. I was confined at Jimma Geneti
woreda particularly by giving due attention to the secondary schools. The study would be much
more comprehensible if it would have been conducted in other areas of the woreda in particular,
& the region and the country in general, having comparable or similar context. However this
study is undertaken in one Woreda, Jimma Geneti, and Horo Guduru Zone of Oromia regional
state Ethiopia. Methodologically this study was conducted based on the woredas in particular,
Zone, the region and the country in general, having comparable or similar context with wide
area coverage and a much larger number of respondents would have provided much deeper and
useful information concerning CPD. . The researcher believes that this level is the stage which
requires a great effort of teachers and administrative bodies to work on the improvement of
students’ achievement. It was also focused on the current practices and challenges of CPD
program. On the top of this, the study was focused on the assistance which teachers receive to
put CPD into practice, their attitudes/perceptions, extent the CPD program implemented,
benefits of the program and factors affecting CPD practices.
1.7 Operational Definition of Terms
CPD- any process or activity, planned or otherwise, that contributes to an increase in or the
maintenance of knowledge, skills and personal qualities related to learning and teaching and
broader academic practice. This includes appropriate research and scholarly activity and the
leadership, management and administration of academic provision and support (HEA, 2005).

Induction Program- a systematic analyzed effort (a training package) to assist Newly Deployed
Teachers (NDTs) to adjust to new assignment in the first two years (MoE, 2004).

Portfolio- a form of reflection but it is a systematic and organized way of reflection, is not a
sudden activity, it is a regular and continuous process, creates opportunities for teachers to learn
from their own practices and prompts teachers to reflect on their practices (Seldin, 1991 and
Winsor, 1998).
1.8. Organization of the study

This thesis was organized into five chapters. First chapter is introduction. Second chapter
contains a review of the literature with regard to job performance of extension workers. The
research design and methodology is presented in third chapter. Next chapter presents data
presentation, discussion and interpretation the results of the different methods used.
Specifically, the results of surveys with questionnaires, interviews, and documentary analysis,
are presented in this chapter. Finally, chapter 5presents summary, conclusion and
recommendations including areas where further may be productive
 CHAPTER TWO

LITERATURE REVIEW

2. Introduction
2.1. The Concept of Continuous Professional Development (CPD) Program
The concept of CPD in education is often ill-defined, with the separate notions of formal training
and on-the job learning serving to confuse the issue further. The concept of CPD is defined by
different scholars differently. Day (1999:4) defined CPD as: It is a Professional development
consists of all natural learning experiences and those conscious and planned activities which are
intended to be of direct or indirect benefit to the individual, group or school, which contribute to
the quality of education in the class room process by which, alone and with others, teachers
review, renew and extend their commitment as change agents to the moral purpose of teaching;
and by which they acquire and develop critically the knowledge, skills and emotional
intelligence essential to good professional thinking, planning and practice with children, young
people, and colleagues throughout each phase of their teaching lives. CPD enhances that the
participant’s effectiveness as well as developing new knowledge and skills. It should not be
exclusively about formal courses or qualifications and may involve development in both
technical and non-technical areas. It includes a wide variety of activities such as open learning
private study, work experience and many more. It is therefore no surprise that research literature
relevant to CPD encompassing concepts are needed to create shared understanding. Evans
(2002:128) argued that the absence of a shared understanding as a problem that reveals as
threaten construct validity, difficulties in establishing the parameters of the field of study, and
difficulties in identifying the teacher development process.
Fraser et al. (2007) listed a number of competing claims for professional development that are
evident in the literature of professional associations such as: lifelong learning for professionals; a
means of personal development; a means of assuring a wary public that professionals are indeed
up-to-date, given the rapid pace of technological advancement; a means whereby professional
associations can verify that the standards of their professionals are being upheld; a means for
employers to garner a competent, adaptable workforce. Bolam (2000) used the term CPD
program to mean, training activities engaged by teachers and principals following their initial
certification and intended mainly or exclusively to improve their professional knowledge skill
and attitude. To him, CPD is a series of activities were given to teachers and other
educationalists to make them master in their profession. Dadds (1997:35), argued that CPD to be
a means and a lifelong career of teachers which will enable them to improve their skills and
competency. David (2006:14) stated CPD as an aspect of In-service Education and Training
(INSET). He argued that CPD is concerned with staff collaboration; strengthen relationships
between schools and research institution and minimizing the gap between pre-service and in-
service professional requirements of teachers whereas INSET is a crucial activity not only for
CPD but also for overall improvement of students’ learning, the quality of education and school
improvement.
According to MoE (2005:19 and 2009:16), CPD is anything that makes a teacher to be a better
teacher and it continuously develops the skills and capabilities of teachers. It helps teachers to
perform their work efficiently and this in turn improves the quality of education in general and
the quality of teacher in particular.
The definitions were given by above scholars have one critical thing in common. They all agreed
in CPD activities mainly concerned with the improvement of schools and Professional
Development (PD) of individual teacher and the school community as a whole and which help to
ensure the quality of education.
One can be aware of from the above concepts that CPD activities are profession life actions to
improve professional competencies and standards. It prepares teachers to manage their future
responsibility because it is a future oriented process. It was considered in this research as one of
the most important pedagogical activities that is used to improve teachers’ effectiveness and
enhance school improvement with all its constitute parts. It is also a tool for educational sectors
to ensure the quality of education by empowering teachers, principals, supervisors, educational
experts and officials with new knowledge and skills.
Historical Development of CPD Program
CPD is a recent phenomenon. According to Nicholas (2001), CPD was formerly known as in-
service education training or INSET. He also stated that CPD was first developed in 1960’s in
Great Britain. According to him, the reason for its development was the reports given by John,
Hale and Parry on the quality of teaching and related problems.
Accordingly, highly trained and competent teachers were assigned as mentors to improve
teachers’ skills. This in-service training latter developed as CPD and then it was given to all
teachers to update their skills. Hence, due to a continuing internal and external pressure on the
education system, CPD has emerged and got a wider attention. In support of this idea, Blandford
(2000:66) pointed out the CPD program is demanded due to increasing quality of education and
the need to improve teachers’ skills. As a result, governments’ involvement in the professional
development has increased overtime and the program is now more structured and became part of
government policies and targets.
2.2. Overview of CPD program in Ethiopian Context

Teachers professional development was not new for Ethiopia, but there was no structured
provision of CPD program for teachers in schools until 2003 (MoE, 2005). The CPD- TESO
program was proposed in 2003 by preparing a draft guideline for the program. The CPD-TESO
program strategies aim to put that structure in place in primary and secondary schools. In
Ethiopia, as indicated in some literatures, it is even a new issue that has not yet got the attention
that is deserved.
As indicated in MoE (2005), there might have been some efforts to upgrade teachers’
professional competence through workshops, seminars and short term trainings. CPD was
introduced in Ethiopia in 2005 with two components; a two-year induction program for Newly
Deployed Teachers (NDTs) and giving training for those who are already in the system where
each teacher is expected to complete a minimum of 60 hours CPD training per year. Many of the
ideas education quality and teaching learning are evident in Ethiopia’s current policies and
programs particularly in the overall guidelines for quality of teacher development in the Teacher
Education System Overhaul (TESO) and the in- service CPD program, both which are natural
policies adopted by all of the regional states (MoE,2005).
As it was clearly indicated in the framework of Continuous Professional Development for
Primary and Secondary School Teachers, Leaders, and Supervisors in Ethiopia developed by
MoE stated that: the Education and Training Policy (ETP) set high standards for teachers and
described a new approach to education. At the heart of this new approach was the promotion of
more active learning, problem solving, and student centered teaching methods. Research surveys
showed that with the expansion of education and large class sizes, teachers still relied largely on
teacher centered methods with limited opportunities for CPD. The policy clearly indicates that
emphasis should be given to upgrading and updating both in pre-service and in-service teachers.
It was recognized that teachers were the key to school improvement and therefore a program of
in-service CPD was developed in 2005. A CPD Guideline was produced outlining the new
strategies and courses developed for the induction of newly deployed teachers and for CPD
priority programs (MoE, 2009).
In ETP, MoE clearly indicated the following main points about the training of qualified teachers.
These are: ascertain that teacher trainees have the ability, diligence, professional interest, and
physical and mental fitness appropriate for the profession; create a mechanism by which
employers, training institutions and the Teachers Association participate in the recruitment of
trainees; teacher education and training components will emphasize basic knowledge and
professional code of ethics, Methodology and practical trainings; teachers will be certified before
assigned to teach at any level of education; teachers starting from kindergarten to higher
education will be required to have the necessary teaching qualification and competency in the
media of instruction through pre-service and in-service training; the criteria for the professional
development of teachers will be continuous education and training, professional ethics and
teaching performance; a professional career structure will be developed in respect to professional
development of teachers (MoE, 1994).
According to TDP handout, the government has a firm belief that CPD is important to help
teachers to increase their effectiveness and to discipline or weed out incompetent and unethical
teachers. According to (MoE, 2005 and 2009) the aim of CPD is to improve the quality of
education through a CPD program that will develop the skills and professionalism of teachers at
the ground level; to improve the performance of teachers in the classroom in order to raise
student achievement and learning. It is a career-long process of improving knowledge, skills and
attitudes, centered on the local context and particularly classroom practice. All teachers must be
actively engaged: in understanding what is meant by good teaching; in their own learning
process; in identifying their own needs; in sharing good practice with their colleagues; in a wide
range of activities, formal and informal that will bring about improvement of their own practice
and the practice of others. One can understand from above clearly stated ideas about CPD in
Ethiopia, CPD is a new idea and it was mainly designed to improve the performance of teachers
in the classroom which leads to the improvement of students’ achievement. It is directly related
to the quality of education because improving the achievement of students is key issue of quality
of education
2.2.1. Policy grounds on Quality of Education and CPD Program in Ethiopia
The challenges for improving instruction and the need for enhance of students’ achievement both
requires professional knowledge and skills. One of the strategies in addressing these challenges
is to enhance pre-service and in-service training of teachers. According to Amare et.al (2006),
the government acknowledges the key role that teachers play in education quality and places
teachers at the core of its quality improvement strategies. This demands to evaluate different
alternatives to design and implement suitable teacher professional development program. Thus
the MoE has developed CPD program strategy for improving teachers’ quality through in-service
training program (MoE, 2003).
The Education Sector Development Program (ESDP), which is re-planned in every five years,
was introduced in 1997 as a vehicle for implementing the 1994 ETP, which envisaged universal
primary education by 2015. The ESDP has recognized that the capacity of the teacher training
system needs to be increased in order to provide the qualified teachers necessary to teach the
greatly increased enrolment. It has also identified the need to improve the quality of teaching
force. In ESDP III, the government attached significant priority to pre-service and in-service
teacher training (MoE, 2005).
One of ESDP III key strategies were stated in such a way that; in order to improve the quality of
education, emphasis will be given to improve the academic qualifications as well as the ethical
values of the teaching staff. As parents expect teachers to be professional role models to their
children, efforts will be exerted to have teaching staff that is well motivated, disciplined and
endowed with ethical values.’ Ethiopia has made good progress in addressing educational access
in the last two decades; and currently it has begun working in quality issues. This has been
expressed by Aga (2009) as the Ethiopian government has now shifted its attention from
expansion to improving the quality of education. Quality of education is launched with initiative
called ‘General Education Quality Improvement Package (GEQIP) of 2008. The package
consists of six programs; School Improvement Program (SIP), Teachers Development Program
(TDP), the civic and ethical education improvement program, Management and Administration
Program (MAP), Curriculum, Textbooks and Assessment (CTA) program, and Information and
Communication Technology Development program (ICTDP).
2.3. Importance and Objectives of CPD Program

2.3.1. Importance of CPD Program

The Ministry of Education in America has given priority for CPD believing that it is the right of
teachers as well as of a great value for national development (Barrow, et. al., 2006). The school
staff must have the necessary subject professional support to bring about changes in the
classroom. At school level professional development programs should include school principals,
teachers, technical and administrative personnel.
The ETP 1994 set standards for teachers and described a new approach to education. The new
approach promotes active learning, problem solving, and student-centered teaching methods.
With the expansion of education and large class size teachers still rely on the teacher centered
methods with limited opportunities for CPD. In Ethiopia, CPD focuses on improving the
teaching-learning process, with the priorities of introducing active learning, practicing
continuous assessment, and managing large classes. The future of any country depends on the
quality of manpower and technical ability. To have a qualified manpower with such ability,
onetime training does not sufficient. In this regard Fullan (1991) noted the following: if schools
are to become responsive in reviewing institutions that they must participate the teachers in them
must be purposefully engaged in the renewal process.

Moreover, there are also many research evidences on the importance of the continuous
professional development as one of the mainstays in the improvement of teachers’ professional
skills. TESO (MoE, 2003) acknowledges that education quality improvement program involves
high quality and continuous professional development programs. TESO (MoE, 2003) also noted
that, the main factors that initiate the needs for teachers CPD practices are diversification of
student culture, rising demand for quality education and work conditions, varying service
deliver reform, expectation of curriculum to serve immediate needs from various interested
groups, students’ inadequacy in social skills and self-centeredness of adults. On the other hand,
Craft (2000) also listed some reasons as to the need for CPD to improve the job performance
skills to the whole staff or groups of staff; improve the job performance skills of individual
teacher; extend the experience of an individual teacher for career development or promotion
purposes; develop professional knowledge and understanding of teachers. In outlook of all the
above facts, somebody undoubtedly understands that continuous developmental training must
be considered as a normal trait of teachers work through their entire career. Therefore, the
success of this practice needs active participation of all stakeholders such as school principals,
teachers, supervisors, officials, experts of the education sector, and so on.

2.3.2. Objectives of CPD Program

The overall objective of the CPD program is to raise the achievement of students in Ethiopian
schools and higher education institutions. The specific objectives of the CPD are to: support
teacher capacity to teach effectively using appropriate new student- centered and problem-
solving approaches according to the active-learning-based curriculum that was introduced in
1994; improve teachers subject-matter knowledge based on the content of the curriculum and
the teaching approaches which require teachers to engage students in the development of
higher-order thinking skills; help teachers develop more positive attitudes, more cooperative
approaches to their work at the school level, and strengthen professional identity; introduce
the idea of reflective practice and action research through which teachers studied their
practice to improve it; promotes teachers to recognize their work as a professional by
providing new opportunities for growth, exploration, learning and development (Villegas-
Riemers, 2003).
2.4 Principles and benefits of effective CPD program

2.4.1. Principles of Effective CPD Program

According Villegas-Reamer’s (2003) CPD has the following principles.
1. CPD is based on constructivism rather than on a ‘transmission-oriented level’.
2. It is perceived as long-term process as it acknowledges the fact that teacher learns over
time

3. It is perceived as a process that takes place within a particular context. The most
successful teacher development opportunities are ‘on-the-job learning’ activities such as
study groups, action research and preparation of portfolios.

4. A teacher conceived as a reflective practitioner. The role of professional development

is to aid teachers in building new pedagogical theories and practices and to help them
develop their expertise in the field.

5. Professional development is conceived as a collaborative process.

6. Professional development may look and be very different in diverse settings, and even
within a single setting, it can have a variety of dimensions.

2.4.2. Benefits of Effective CPD Program

CPD program has different benefits. According to Hailesilassie (2004) and Hussein
(2011) cited different authors stated the following commonly known CPD program
benefits.

• Improve the quality of education, teachers and students know how to teach and learn
better (pitts,1998);

• Enhances knowledge and skills in teaching and knowledge in subject areas, reinforcing
previous trainings (Lee,2000; Kirk, 2000; MOE, 2004);

• increases levels of students’ achievement (Anna, 2000; MOE, 2009);

• Increases teachers’ social status and enhances human relations (MOE, 2004 and 2009);
and

• Fosters collaboration and has motivating features to teachers to fulfill standards

2.4.3. CPD-Licensing: The Practicalities

2.4.4. Sequence for Teaching Licenses

According to (MoE, 2004), CPD guideline there are different practices and phases for licensing
of teachers. These are discussed as follows: on successful completion of their pre-service teacher
education program, all teachers are certified and placed accordingly in schools to begin their
teaching careers. To date there has been no systematic support for these NDTs to enable them to
fit well into the teaching profession. However, a new system is being put in place by which these
new teachers will go through an induction program for two years. After the successful
completion of this induction program they will be awarded the initial license.

The licensing of teachers will have two forms: one will be the initial licensing of beginner
teachers after the completion of the two-year induction period; the second will be re-licensing of
teachers. Re-licensing points will much the intervals in the career structure. That means that they
will occur at the end of each successive transition point; i.e., from junior teacher to proper (fully-
fledged) teacher, to senior teacher and then on to associate lead teacher and lead teacher levels.
Once teachers have reached lead teacher level, they will be required to renew their licenses every
three years.

2.4.5. Levels in the Career Structure

Linking re-licensing to the career structure in this way will provide the licensing system with
teacher levels that are already delineated and are familiar to teachers. There are six levels in the
career structure: beginner, junior, proper (fully-fledged), senior, associate lead and lead teacher
levels. At every level, teachers will be expected to complete a minimum number of CPD hours
each year (60 hours) (MoE, 2004)

2.4.6. Generic Courses in the Initial

The new ETP was introduced into the education system in 1994. This policy, among other
things, requires the practice of active teaching-learning methods, continuous assessment, subject
integration, action research and self-contained classroom management. However, there is
evidence that the majority of the teachers in the teaching profession have limitations in
employing these practices effectively in their day-to-day classroom work. As a result, the initial
phase of the implementation of teacher licensing will require all teachers to complete three
courses in order to receive their teaching licenses. These courses will be more or less common
(generic) to all except the beginner teachers at the induction phase. Each course is expected to
comprise between 30 and 60 hours of learning and could be completed in a semester of 15 weeks
and every teacher will be expected to take these generic courses within a period of 2 to 3 years.
The courses are mentioned below.
Course One: Professional Ethics, Counseling and Mentoring using Active Learning
Methodology. The course will have three parts: in the first part there will be a focus on
Professional Ethics. The second part will consider student counseling and mentoring of
colleagues. These two parts of the course will be constructed using a participatory, student
centered approach and will involve action research. The third part of the course will focus on the
development of active learning approaches.
Course Two: HIV/AIDS and Gender and Methodology. The course will have three parts: in the
first two parts there will be a focus on the issues of HIV/AIDS and gender, considering how to
make an understanding of the facts and implications of them permeate through both the school
curriculum and the ethos of the school these parts of the course will be constructed using a
participatory, student centered approach will involve action research. In the third part of the
course will be an opportunity to develop continuous assessment and planning approaches to
individual subject areas in the context of large class size.
Course three: Rural Development, Civics and Methodology. The course will have three parts: in
the first part there will be a focus in the issues of Rural Development. The second part will
consider civics. These two parts will be constructed using a participatory approach and involving
action research. In the third part of the course particular attention will be paid to the further
development of subject methodologies, together with integrating subject areas in the curriculum
and managing a self-contained classroom MoE, 2004).

To conclude the above ideas, it is important to train all recognized courses to will be licensed
and well trained knowledgeable and skillful teachers. Enabling of teachers from every school in
the country to take part is used in shaping their own PD. The teachers, the students, the local
communities and the country as a whole will all benefit from the structured provision of high-
quality opportunities for
2.4.7. Practices for Effective Implementation of CPD Program
Implementation is the vital phase in any type of CPD activity. Yaekob (2009) indicated that,
careful planning, open communication, cooperation among implementers and support obtained
from different directions are important factors that need to be considered in implementing CPD
program. This is because CPD is continuously being viewed as a means of improving learner
performance and the production of required skills.

Effective professional development may have a positive effect on teacher knowledge and
motivation as well as in improving students’ learning. However, the general acceptance of
professional development as essential to improvement in education, literature has consistently
pointed out the ineffectiveness of most programs (Clarke and Hollingsworth’s, 2002; Cohen and
Hill, 1998; Kennedy, 1998 cited in Elizabeth 2011).

Guskey (2002) elaborates that CPD program that fail do not take into account what motivates
teachers to engage in professional development, and the process by which change in teachers
typically occurs. According to him, what attracts teachers to PD is their belief that it will expand
their knowledge and skills, contribute to their growth, and enhance their effectiveness with
students. He further urges CPD program implementers, apart from looking into the motivational
factors, to also consider the process of change for teachers. PD activities frequently are designed
to initiate change in the classroom practices of teachers, change in the learning outcomes of
students and change in teachers’ attitudes and beliefs.
WestEd (2002), describes an effective professional development program as one that: focuses on
teachers as central to student learning, yet includes all other members of the school community;
focuses on individual, collegial, and organizational improvement; respects and nurtures the
intellectual and leadership capacity of teachers, principals, and others in the school community;
reflects best available research and practice in teaching, learning, and leadership; enables
teachers to develop further expertise in subject content, teaching strategies, uses of technologies,
and other essential elements in teaching to high standards and Promotes the continuous inquiry
and improvement embedded in the daily life of schools.
2.4.8. Principals’ and Teachers’ Perceptions and beliefs on the CPD program
The literatures describe that principals and teachers have different perceptions and beliefs on
CPD and their participation. Both principals and teachers’ perceptions provide valid information
on the variables of CPD implementation and participation. Villegas- Reimers(2003) suggests
that, a new perspective of PD should be based on constructivism; perceived as a long-term
process; perceived as a process that takes place within a particular context; intimately linked to
school reform; conceived as a collaborative process; and very different in diverse settings.
UNESCO (2006) stated that, different literatures in education quality indicates a strong link
between teacher PD and quality; especially in the areas of teachers’ belief and practices,
students’ learning and implementation of educational reforms. It is what teachers think, what
teachers believe and what they do at the level of the classroom that ultimately shapes the kind of
learning.
Consequently, teachers’ beliefs and attitudes are those affective stances and cognitive models
that teachers possess with respect of teaching, learning, knowledge, their teaching environment,
and so on. This emphasizes that much has to be done on awareness creation to improve
classroom practice and on how to transform good practice from CPD activities to classroom.
According to different research reports in Ewunetu(2009), a better understanding of teachers’
belief system or conceptual base with significantly contribute to enhancing CPD program
effectiveness.

2.4.9. Evaluation of Teachers’ CPD Program

According to Blandford (2000), the arrangements and evaluation of the impact of CPD program
is quite significant in Great Britain primary schools. He advised that, educational institutions
should consider how to monitor in-service training programs more closely and systematically
and how they might evaluate the programs to determine their impact on improving subject
teaching and raising the standards of pupils’ achievement; his recommendations reflects, the
conviction that the CPD program will be successful only with effective monitoring, evaluation
and review procedures. This shows that evaluation of CPD is not only important but also is
necessary to check their effectiveness and to achieve the desired result successfully.
Evaluating training and development programs is one of the significant managerial functions.
Evaluation of CPD program like other training programs is paramount importance to identify the
program’s weakness and strength. Furthermore, it helps to find out what knowledge, skills,
ability and attitudes yield from the training programs Hailesellasie (2004).
In Ethiopia context, TESO (MoE, 2003) definitely expresses that to avoid the current tragic
wastage of resources; planning, monitoring and evaluating the effectiveness of educational
training programs is of crucial importance. Therefore, using the proper evaluation mechanisms to
evaluate teachers CPD activities is one determinants factor on the success of CPD progress.
Those mechanisms should be used to evaluate CPD activities only when they are relevant to the
objectives and complexity of the situation.

2.4.10. Factors affecting the implementation of CPD

Ewunetu (2009) in his study on teachers’ perceptions and practices on school based continuous
professional development (SBCPD) in Jimma Zone indicated that SBCPD management is
perceived as top down and doubtful, and difficult in all cases and all participants face challenges
due to lack of supervision and support. They were complaining that, the contents in the course
books were not relevant to their school situations.
MoE (2005) also recognized that, “lack of teachers’ commitment, school initiatives, trainers’;
capacity problems, and lack of supervisory support from the concerned bodies were among the
various implementation problems while CPD was practiced.” In Ethiopia context as stated in
TESO, the implementation of CPD program was influenced by: lack of motivation, application
and training opportunities; the geographical features of many regions and the resulting problems
of access to transport and communication; the Woreda personnel available to plan, manage and
monitor the program is not sufficient; lack of expertise and quality knowledge in school
administrative position; and the severely restricted availability resources to sustain the program
(MoE, 2003).
Different scholars suggest different prevailing conditions as hindrance to CPD program
implementation. According to Day (1991) cited in Craft (1996), factors contributing to the
quality of professional learning can be divided in to two areas: the personal and the school
factors. The personal factors will influence the individuals learning attitudes and value
preferences whereas the school factors are related to the school culture influences on provision of
professional learning. According to Molley (1993) cited in Bradley et.al (1994), contextual
factors which affect CPD program may include: the extent to which individual and institutional
needs are each recognized as important issues; the extent to which the staff as a whole feels it has
control over the way in which the school moves forward
 CHAPTER THREE
3. RESEARCH METHODOLOGY
3.1. Description of the study area

Jima Geneti Woreda is found in Horo Guduru Wollega Admistrative zone of Oromia Regional
state and located at a distance of 27 km from Shambu town (Capital city of Horro Guduru
Wellega Zone) and 387 km far from Addis Ababa the capital city of Ethiopia to the western part
of the country. It has only two town called Hareto and Kidame Gebeya which has a population of
8205and 4194 respectively (CSA, 2015). The Woreda has 17 rural Kebeles and the capital city of
the Woreda is called Hareto town. The Woreda is bounded from the North east by Lake Fincha,
in south by Jima Rare and Bako Tibe Woreda, from east by Guduru Woreda, from the west by
east Wollega zone Gudeya Bila woreda, from north by HoroWoreda
3.2. Research Methods

Method is a style of conducting a research work which is determined by the nature of the
problem (Singh, 2006). Thus in this study, the research methods used were both quantitative and
qualitative as the leading methods. Quantitative approach is more emphasized because assessing
the challenge of CPD implementation can be better understood by collecting large quantitative
data. Furthermore, the qualitative data employed and incorporated in the study to triangulate the
quantitative data

3.3. RESEARCH DESIGN

Research design is the plan of action that links the philosophical assumptions to specific methods
(Creswell & Plano Clark, 2007). In order to assess the challenges of CPD implementation
descriptive survey design was employed. This is because it enables researchers to collect and
describe large variety of data related to roles and practices of secondary school principals. As
argued by Kumar (1999), descriptive research design is used to describe the nature of the
existing conditions. Hailu and yitayew (2013) agreed that descriptive survey method of research
is more appropriate to gather several kinds of data on a broad size to achieve the objective of the
study.
 3.4. Sources of Data
Both primary and secondary sources of data will be used in this study.

3.4.1. Primary sources of data

The primary data sources would be school leaders (principals and vice-principal), school CPD
and Woreda education office TDP coordinators, supervisors and teachers.

3.4.2. Secondary sources of data

Secondary sources of data include different available written documents; such as, published and
unpublished CPD documents or materials and reports in MoE, OEB, and report/document review
on Jimma Geneti Woreda education office, and books written on the issues of CPD.
3.5. Target population, Sampling Techniques and Sample

According to Jimma Geneti Education office, fourth quarter of 2017 report, there are 5 secondary
schools in the woreda. In these schools, 138 males and 16 females a total of 154 teachers, 1
supervisor, 5 principals, and 4 vice principals (totally 9) are engaging in the teaching-learning
process. In order to make the research more manageable, the research will be conducted in four
secondary schools of the woreda. To select sample secondary schools, the researcher will use
convenience sampling technique. This is because convenience sampling is a type of
nonprobability sampling where members of the target that meet certain criteria, such as, easy
accessibility, geographical proximity, availability at a given time, or willingness to participate
are included for the purpose of the study. In addition to this, as it was indicated in the annual
report of Jimma Geneti Education office, the sampled schools have both discouraging and
encouraging factors regarding the implementation of CPD program. The sampled schools will
be: Hareto secondary school, Green Lake secondary school, Gaba Robi secondary school, and
Bado Gidami secondary school. Adileka Tulu Chali secondary school will be excluded because it
is too far the researcher’s residence.
Regarding respondents, school leaders (principals and vice principals), supervisors, school CPD
team coordinators and Woreda education office expert will be selected by availability sampling
technique, this is because the number of the respondent are not many and are manageable.
Furthermore availability sampling is a technique of choosing subjects who are available or easy
to find. According to Kothari (2004) a good sample frame of a given population is more than
20% of the total population. In line to this, out of 143 teachers in the sample secondary schools,
40 (57%) of teachers who are currently teaching in the sample schools will be selected by using
simple random sampling technique (lottery system).
Simple random sampling technique is one in which each and every member of the population has
an equal and independent chance of being selected (Cohen, et al., 2005). By using this method,
the researcher will select the sample teachers by taking their names from the school and writing
the name of each teacher on the equally sized papers; then, drawing up the name of teachers
without seeing it up to the required number of sample teachers of each school reached.
The total numbers of research participants will be 55, i.e. 1(100%) woreda TDP coordinators,
9(90%) school leaders, 1(100%) supervisor, 4(80%) school CPD coordinators, and 40(57%) of
teachers from the selected secondary schools.
Table 3.1: Distribution of the target population, the sample and sampling techniques

No Types of Population Sample Percentage of Sampling

respondents size sample size technique
M F T

1 Teachers 128 15 143 40 57% Simple

random(lottery)
2 School leaders 8 1 9 9 100% Availability

3 School CPD coord. 4 - 4 4 100% Availability

4 Woreda TDP coord. 1 - 1 1 100% Availability

5 Supervisors 1 - 1 1 100% Availability

Total 142 16 158 55 100%

Source: Jimma Geneti Education Office- “The 2017 secondary Schools

statistical Report” (unpublished)
3.6. Instruments of Data Collection

To obtain relevant data for the study both quantitative and qualitative data gathering instruments
will be used. Four instruments will be used in the process of gathering the necessary data for the
study. These are questionnaire, interview, focus group discussion and document analysis.
Qualitative data will be collected through interviews, FGDs and document analysis from school
supervisors and Woreda TDP coordinators, school CPD coordinators and school written
documents respectively. Questionnaires will be used to collect the information from teachers and
school leaders.

3.6.1. Questionnaire

The first data collecting instrument employed in this study was the self-developed questionnaire.
Because, questionnaire is relatively low costs and brings about the information that can be easily
interpreted. It is used to collect data from teachers and school leaders and is structured with both
open-ended and closed-ended questions. In order to check the validity and the reliability, the
researcher was conducted a pilot study on one secondary school of the zone. It was include the
following issues: the perceptions of school leaders and teachers on the program, the extent of
support and follow up activities of stakeholders on the program, the advantages of the program in
the teaching and learning process, the extent of the implementation of the program, and the
major challenges that hinder the implementation of the program.

3.6.2. Interview
Semi-structured interview guide will be used as the second important data gathering instrument.
It will be used to collect information from Woreda Education Office TDP coordinators and
school supervisors. This data gathering instrument will be selected with the belief that deeper
information have been obtained on issues critical to the study. (Kothari, 2004) Interview can
produce more in-depth responses because the interviewer can probe the elaboration and
explanation with follow-up questions. It permits greater depth of response with face to face
communication which is not possible through any other means. Moreover, in an interview
situations can be adapted, reasons for answers can be sought, and clues can be followed up.

3.6.3. Focus Group Discussion (FGD)

The other data gathering instrument to be employed in this study will be focus group discussion
(FGD). Focus groups will moderate group discussion on a particular issue. Focus groups will be
useful for gathering information from respondents at one time, to capture perspectives from a
cross section of the population. Focus groups can be less structured than an interview and
encourages participants to speak and interact in a more spontaneous way (Kothari,2004). For this
reason, the researcher will uses FDG to collect information from school CPD coordinators in
order to reveal the beliefs, attitudes, experiences and feelings of participants through interaction.
Finally, the data obtained will be triangulated with data obtained through other tools.
3.7. The Method of Data Analysis

After the collection of data from the respondents, the next step will be analyzing the collected
data by using tables according to similarities of issues raised in the questionnaire. Depending on
the nature of the variables, quantitative as well as qualitative data analysis method will be
employed. The quantitative data obtained through Likert Scale in questionnaire, that is, very
high, high, medium, low, very low, will be organized and tabulated around the sub-topics related
to the research questions.
3.8. Validity and reliability of research Instruments
In broader sense, the reliability and validity address issues about the quality of the data and
appropriation of the methods used in carrying out research project. According to Kothari (2004),
validity is a measurement characteristic that describes the ability of a research instrument or tool
to measure what it was intended to measure. In this study, validity of instruments is ensuring by
using simple language when
Constructing instruments for respondents to understand easily. One way of checking validity is
by giving the research instruments to two experts in the area for review to see whether they were
answering the research objectives or questions that were to be investigating plot test will be
conducted out the respondents. During the data collection process, all the interview schedules
and questionnaires forms will verify by the researcher to check whether all the questions are
properly answered to completion. Questionnaires will be pre-tested by potential teachers’
respondents. It will be examined and checked by adviser and other experts who have knowledge
about the study issue. This exercise wills ensure further validity of collected data.
The reliability of the instrument will be measured by using Cronbach’s alpha test. A reliability
test is performed to check the consistency and accuracy of the measurement scales. The internal
consistency reliability results between 0.70–0.90 are generally found to be internally consistent
according to William (1986) they suggestion.
 CHAPTER FOUR

4. RESULTS AND DISCUSSIONs

4.1. INTRODUCTION
This section attempts to present the analysis and interpretation of data collected through
questionnaires, focus group discussions, interviews and document analysis. The quantitative
as well as qualitative data were integrated in this chapter. The qualitative data were used as
complementary to the quantitative data. Therefore, the qualitative data includes the data
collected through interviews, FGDs, open-ended questions and document analysis; whereas,
the quantitative data includes the data which were collected through questionnaires.
4.2. Characteristics of the Respondents

A total of 55 respondents from school leaders and supervisors, Worde/Town TDP and
school CPD coordinators participated in this study. From the total respondents 9(16%) were
school leaders, 40(73%) were teachers, 4(7%) were school CPD coordinators, 1(2%) were
Woreda/Town TDP coordinators and 1(2%) were school supervisors.
Demographic characteristics of respondents
name age Gender education employmen Marital
t status
Lamessa M teacher Married
Yadeta
Irana Gabayo M Supervisor Married
Molla maru M Cpd Married
coordinator
Wandimu F Tdp Married
Desalegn coordinator
Obsa Geramu M School Married
leader

Table 4.2 Characteristics of respondent

No Items Category Teachers School TDP CPD Supervis
 leaders coordinator coordinator or
N % N % N % N % N %
1 Sex Male 34 87.2 9 100 1 100 4 100 1 100
Female 5 12.8 - - - - - - - -
Total 39 100 9 100 1 100 4 100 1 100
2 Level of Diploma - - - - - - - - - -
First degree 39 100 9 100 1 100 4 100 1 100
education
Master’s degree - - - - - - - - - -

As shown in table 4.2 item 1, 40 (87.2%) teachers, 9 (100%) school leaders, 1 (100%) TDP
coordinators and 1 (100%) supervisors, and 4 (100%) of CPD coordinators were males,
while
the remaining 5 (12.8%) teachers were females. This shows that women’s participation, as
compared to their males counter parts, was very low in teaching at secondary schools and no
woman was assigned as school leaders, supervisors and Woreda/Town TDP coordinators. In
terms of level of education, all teachers, school leaders, TDP and CPD coordinators and
supervisors were first degree holders. From this, it is possible to conclude that the majority of the
respondents were first degree holders and this indicates that the required standard of Moe
fulfilled
4.3. Perceptions of school leaders and teachers on the CPD programs

CPD is effective only when teacher learning occurs in an authentic way through teachers’
active engagement, participation and collaboration (Landt, 2002). The literature describes
that school leaders and teachers have different perceptions on the CPD and their participation.
If both teachers and school leaders perceive CPD program positively, it will create suitable
situation for CPD training. Table 4.3 below indicates a summary of respondents’ view on the
perceptions of school leaders and teachers on the CPD program.

Table 4:3 Responses of respondents on the perceptions of school leaders and teachers
on the CPD program
N0 Items Types N M SD Df P
respondent
1 CPD is a means to improve School 9 4.40 .5 94 .71
the subject and instructional leaders
knowledge Teachers 39 4.41 .75
Total 48 4.42 .72
2 CPD is used to update my School 9 4.8 .74 25 .001
 pre-service training leaders
knowledge and skills Teachers 39 2.51 1.01
Teachers 48 2.93 1.10
3 CPD improves student academic School leader 9 4.40 .61 94 .10
achievement Teachers 39 4.11 .91
Total 48 4.12 .81
4 CPD plays an important role in School leader 9 4.13 1.11 15 .25
improving my professional Teachers 39 4.40 .65
growth
Total 48 4.42 .76
5 CPD can help me to use a School leader 9 4.30 .46 36 .001
variety of student centered Teachers 39 2.44 1.01
teaching method Total 48 2.87 1.10
6 CPD is interesting and School leader 9 4.99 .00 26 .001
participatory Teachers 39 2.34 2.25
Total 48 2.74 2.23
7 CPD encourages me to remain in School leader 9 5 0.60 44 .001
my profession Teachers 39 2.63 .84
Total 48 3.05 .82
8 CPD improves my teaching School leader 9 4.25 .51 94 .68
competence Teachers 39 4.17 .90
Total 48 4.14 .90
9 CPD is to develop my teaching School leader 9 4.40 .46 94 .08
knowledge and skills Teachers 39 4.10 .35
Total 48 4.16 1
10 CPD enable to develop self School leader 9 4.69 5.70 17 .00
confidence Teachers 39 4.62 5.20
Total 48 4.12 5.43
Total 48 3.55 51 94 02

N.B:- N-is number of respondents, M=mean score, SD=standard deviation, p=sig. (2- tailed), and
Df=degree of freedom
-Mean scores 1.00-1.80=Strongly Disagree, 1.81-2.60=Disagree, 2.61-3.40=Undecided,
3.41-4.20=Agree and 4.21-5.00=Strongly Agree
As expressed in table 4.3, items 1, 3, 4, 8 and 9, both groups of respondents rated almost
similarly and the mean scores of teachers’ ranging from 4.10-4.40 and that of school leaders
ranging from 4.11-4.80 and the total mean scores also ranging from 4.12-4.42. Both mean
and total mean scores of the respondents felled between “strongly agree” and “agree” scales.
This indicates that the respondents perceived CPD positively as a means to improve their
subject and instructional knowledge, professional growth, teaching/leadership competence,
and teaching/leadership knowledge and skills. The respondents also perceived it as a means
to improve students’ academic achievements.
Items 2, 5, 6, 7, and 10 of table 4.3 denote that teachers replied differently when compared
with school leaders; i.e., teachers mean scores of items 2, 5, 6, 7, and 10 range from 2.34-2.63
and the mean scores fell in the “disagree” scale except mean score 2.63 item 7 which lay in
the “undecided” scale. This depicts that teachers considered CPD negatively as it is not used
to update their pre-service training knowledge and skills and cannot help them to use a
variety of student centered teaching methods. It is not interesting and participatory and does
not enable them to develop self-confidence. But, they did not decide whether or not it
encourages them to remain their profession. However, school leaders mean scores of items 2, 5,
6,7,and10 rangefrom4.30-5.00andall
mean values lay in “strongly agree” scale. This suggests that school leaders conceived CPD
positively as it is used to update their pre-service training knowledge and skills and help the
teacher to use a variety of student centered teaching methods. They also found it interesting
and participatory, encouraging them to remain in their profession, and develop their self-
confidence.
In order to check whether or not there is difference between school leaders and teachers in
their response, independent samples “t” test analysis was conducted. The p-values of items 1,
3, 4, 8, and 9 range from .08-.71 were greater than .05 (see table 4.3). This indicates that there
was no statistically significant difference between the mean scores of two groups of
respondents. This could be because of the two groups of respondents had almost similar
perceptions on the CPD training.
Nevertheless, as depicted in items 2, 5, 6, 7 and 10 to 13, the p-values were .001 and .04 and
these p-values were less than .05 (see table 4.3). This describes that there was statistically
significant difference of mean scores between two groups of respondents. From this data
analysis, someone can understand that the two groups of respondents have different
perceptions on the CPD training.
In open ended question, some teachers perceived CPD as positively and the others negatively.
They perceive CPD positively as:
It fulfills skills gap in teaching methods and increases experience sharing and intimate
friendship among colleagues. It is also a strategy to solve teaching and learning problems.
Whereas, they perceive CPD negatively as:
It cannot develop teaching skills and knowledge rather than consuming time and there aren’t
any incentives whether they participated in the training or not.
The interview was conducted with Woreda/Town TDP coordinators and supervisor show
they judged the perception of school leaders and teachers towards CPD program, and they
indicated that:
Almost all school leaders perceive it positively and obedient to run the CPD
training in their school continuously. But, they said that teachers perceived CPD both positively
and negatively.
W (1, 2, 3) I (1, 2, 3… 7), February 27, March 03, and 06, 2019 morning and afternoon.

The other interviewees also listed different reasons as:

There might be lack of incentives and refreshments during CPD training, absence of well trained
and experienced CPD coordinators.
W2T1I (3, 4, 11, 12, and 13), March 03 and 13, 2019 morning and afternoon
Regarding perceptions of school leaders and teachers, the researcher conducted FGDs in each
sampled schools with school CPD coordinators. They were asked to tell how they judge the
perceptions of school leaders and teachers regarding CPD and they replied that:
The school leaders talk positively about CPD but they did not implement. Regarding teachers,
sand knowledge. They thought that they were taking the CPD training for the benefit of the
government or for the school leaders. They also said that it is very difficult to them to run the
training due to the negative perceptions of teachers.

FGD1S1, FGD3S3 and FGD5S5, February 28, March 07 and 14, 2019 morning and afternoon
The other FGD discussants said that:
The school leaders did not pay attention for CPD training as they give attention for other issues
of teaching and learning in the school. They are
disobedient to participate in the school group CPD training and when they are invited to
participate in the training they say that they are too busy. Most teachers also joking when they
are called to participate in the training; it is too difficult to run the CPD training in the school
due to the negative perceptions of teachers.
FGD2S2 and FGD4S4, March 04 and 11, 2019 morning and afternoon
The researcher asked the discussants to explain why the perceptions of teachers became negative
about CPD. They replied as follows:
There might be insufficient time because most teachers are working in two shifts. There is no
conducive environment for the training, no systematic follow up and evaluation system and no
payment difference whether they participated in the training or not.
FGD1S1up to FGD5S5, February 28, March 04, 07, 11, and 14, 2019 morning and afternoon

The qualitative analysis of data clearly indicates that almost both teachers and school leaders
have negative perceptions towards CPD program. This supports that the data which were
analyzed quantitatively. In conclusion, the data which were collected from informants confirm
that both groups of respondents perceived items 1, 3, 4, 8, and 9 positively; teachers perceived
items 2, 5, 6, 7, and 10 negatively; whereas, the school leaders perceived the items 2, 5, 6, 7, and
10 positively. This indicates that teachers perceived CPD both positively and negatively but the
school leaders perceived it positively. This indicates that the negative perception of teachers for
some items affected the implementation of CPD in the schools.

4.4. “To what extent the school principals give support and follow up
activity for implementing CPD’’
Systematic support and follow up strategies should be designed to implement CPD program
effectively. Different researchers indicated that there were no stakeholders support and follow
up activities on the CPD program. Zenebe (2007) showed in his findings that teachers did not
get support from education institutes and top officials. Mohammed (2012) also indicated that
the implementation of CPD was not effective due to the lack of stakeholders support and
follow up activities on the CPD program. Table 4.4 below introduces a summary of
respondents’ responses on the school leaders’ support and follow up activities on the CPD
program.
Table 4.4 to what extent the school principals give support and follow up activity for
implementing CPD

No Items Types N M SD Df P
respondents
1 The school has given the necessary School leaders 9 3.30 1.10 94 .02
Teachers 39 2.41 1.24
 professional development trainings on the Total 48 2.49 1.26
new CPD approach for me.
2 The school has designed monitoring and School leaders 9 3.70 1.10 94 .022
Teachers 39 2.80 1.30
evaluation strategies for the school
Total 48 3.00 1.30
teachers to support CPD program
implementation
3 The school has encouraged me to School leaders 9 3.71 1.30 94 .020
Teachers 39 2.80 1.30
participate in CPD training continuously
Total 48 3.10 1.34
4 The school has given the necessary School leaders 9 3.81 .77 94 .001
Teachers 39 2.65 1.26
materials and support to me
Total 48 2.80 1.21
5 School CPD coordinators have prepared School leaders 9 3.54 1.30 94 .008
Teachers 39 2.53 1.34
short term trainings for me on the
Total 48 2.68 1.38
preparation of CPD module and portfolio
6 CPD activities of teachers’ is followed up School leaders 9 3.50 1.18 94 .020
Teachers 39 2.75 1.20
by principal/vice principals continuously
Total 48 2.82 1.10

7 The necessary budget was allocated for School leaders 9 3.00 1.22 94 .011
Teachers 39 2.10 1.12
CPD trainings in the school
Total 49 2.11 1.17
8 Short term trainings are given on the CPD School leaders 9 2.80 1.10 94 .110
Teachers 39 2.20 1.20
issues for CPD coordinators
Total 48 2.24 1.20
9 The school CPD coordinators are School leaders 9 3.30 1.35
Teachers 39 2.32 1.02 94 .012
supporting and guiding CPD activities
Total 48 2.50 1.13
effectively

10 Feedback is given for me at the end of School leaders 9 3.31 1.00 94 .001
Teachers 39 2.23
each training sessions
Total 48 2.42 1.00
11 The school supervisor supports teachers in School leaders 9 3.22 1.14 94 .010
Teachers 39 2.00 1.58
the preparation of portfolio and CPD
Total 48 2.15 1.13
Module
12 The school supervisor cross checks the School leaders 9 2.46 1.28 94 .095
Teachers 39 2.77 1.50
implementation of CPD by preparing
Total 48 1.80 1.00
checklist
 Total 48 2.54 1.08 94 .001
As shown in table 4.4 items 1 to 8 and 9 to 11 represent that teachers responded differently
when compared with school leaders; i.e., the teachers mean scores of items ranging from
2.00-2.80 and these mean scores fell in between “disagree” and “undecided” scales. The
mean scores of items 1 and 7 to 11 lay in the “disagree” scale. This proves that there were no
professional development trainings and allocation of budget for training. It also indicates that
there were no supporting and guiding in the preparation of portfolio and CPD Module and the
feedback was not given at the end of each training session. However, the mean scores of
items 2 to 6 fell in “undecided” scale. This utters that teachers faced difficulty to decide
whether or not the listed items implemented effectively. From this, it is possible to conclude
that the monitoring and evaluation strategies for the school to support CPD program
implementation, encouragement, giving the training materials for teachers and following up
activities of principals/vice principals during the CPD training to some extent did not practice
in the sampled schools. On the other hand, items 1 to 8 and 9 to 11 of table 4.3 shows that school
leaders reacted differently with teachers; i.e., the mean scores of items 1 and 7 to 11 ranging
from 2.80-3.30 and these mean scores lay in “undecided” scale. This shows that the respondents
not reached to decision and the listed items determined to be not effectively put into practice.
But, the mean scores of items 2 to 6 ranging from 3.50-3.81 and these mean scores fell in
“agree” scale. This describes that there were monitoring and evaluation strategies and
encouragement to participate in the CPD training. It also shows that the necessary materials and
support were given and school CPD coordinators had prepared short term trainings in the
preparation of CPD module and portfolio.
As indicated in table 4.4 items 12, both respondents rated almost similarly. The mean score of
school leaders was 2.46 and that of teachers was 1.77 and the average mean score was 1.90.
Both mean and total mean score of respondents felled in the “disagree” scale. This indicates that
the school supervisors did not cross checks the implementation of CPD by preparing
checklist.
In addition to the above, to check if there was difference between school leaders and teachers
in their reply independent samples “t” test analysis was conducted. The p-values of items 1
up to 7 and 9 to 11 range from .001-.022 are less than .05 (see table 4.4). This indicates that
there was statistically significant difference of mean scores between the two groups of the
respondents. From this data analysis, someone can realize that the two groups of respondents
responded differently; whereas, as presented in table 4.4, items 8 and 12 p-values are greater
than .05; i.e., .110 and .095. This indicates that there was no statistically significant
difference of mean scores between the respondents. This may be due to the fact that both
teachers and school leaders have similar thoughts on the stakeholders support and follow up
activities on the CPD program.
In open ended question, the majority of respondents (teachers) responded by supporting the
closed ended questions as follows:
The CPD training was not given in the regular way and nobody pay attention on the issues of
CPD training; teachers do not have awareness about CPD and there was no coordination in the
school for CPD training. The school leaders have also no awareness to give support and
guidance for teachers and no supervisor was assigned in to woredas.
In addition to this, the interview was conducted with the Woreda/Town TDP coordinators and
supervisors to check whether or not they gave any support in implementation of CPD and
they replied that:
In this year (2019) we did not give any training and did not make discussion
with school leaders and teachers rather than tried to supervise the implementation of it. This is
because of we gave mandates for school leaders to lead CPD training effectively.
W (2 and 3) I (3, 4, 5, 6, and 7), March 03 and 06, 2019 afternoon

Concerning of stakeholders support and follow up activities on the CPD program, the FGDs was
conducted in each sampled schools with school CPD coordinators. The researcher asked them to
tell whether or not they gave any support and followed up CPD activities. The FGD confirmed
that the data collected by above discussed instruments. The discussants said that:
We tried to prepare short trainings on the issues of CPD trainings but we did not get budget
because the budget was not allocated for CPD trainings at all; to tell the truth including us
nobody give attention about CPD; the concerned bodies like Zone/Woreda/Town TDP
coordinators and supervisors were coming to the school but they did not focus on the issues of
CPD training; the school leaders also did not want to give support and follow up rather than
asking us to give report when they were asked to write it for Woreda/Town education office.

FGD1S1, FGD2S2 and FGD5S5, February 28, March 04 and 14, 2019 morning and afternoon
 The other group FGD discussants also stated that: The school leaders assigned us as CPD
coordinators for formality and reporting purpose. But, we have no awareness on the framework
and practical toolkit of CPD program because nobody gave us awareness creation training. In
addition to this, the negative attitudes of teachers towards CPD training made difficulty to follow
up and give support. Therefore, we did not give adequate support for teachers. The FGD
discussants clearly indicated that they did not give adequate support and followed up CPD
activities in the sampled schools. The data collected from open-ended questions, interviewees
and discussants confirm that there were no stakeholders support and follow up activities on the
CPD program in the sampled schools which support the data collected from questionnaire.
Finally, the researcher tried to see written documents regarding stakeholders support and
follow up activities. All sampled schools have training materials that were prepared by MoE
but they were not organized well. Few numbers of teachers prepared CPD modules and
portfolios but it was not checked and approved by the concerned bodies. Since there was no
CPD training in all sampled schools in this year (2019) the researcher did not get reports and
feedback, meeting and minutes and evaluation made on the training.
In conclusion, the data collected from the instruments clearly indicate that there were no
school leaders’ support and follow up activities in the sampled schools. However, the school
leaders responded positively, someone can understand that they might be tried to defend
themselves; because, the majority of the respondents replied as there were no stakeholders’
support and follow up activities in the sampled schools which lead to ineffective implementation
of CPD program. The document analysis also proves that there were no stakeholders’ support
follow up activities on the CPD program. The findings support with the findings of the 2008
TDP-1 CPD Impact Study, stated that in nearly four out of five schools the structure of CPD is
either absent or inadequate (MoE, 2009). The findings also confirm that the findings of the
following researchers. Yaekob (2009) stated that the support obtained from education office on
CPD implementation is not sufficient; Melkie (2010) stated that the school CPD committee
members and mentors did not get any training on how to support teachers and the support given
by the different organizations to implement CPD at school level; and Hussein (2011) stated there
was lack of proper and continuous support from the leadership and absence of adequate training
opportunities for teachers and principals.
 4.5. The effectiveness of the implementation of CPD program

The implementation of CPD program is based on innovation in classroom, involves change in

practice and that in turn, and depends on teachers’ belief about the appropriateness of any
activity for their students Fullan (1991). For effective CPD program, careful planning, open
communication among stakeholders, necessary support obtained, follow up and evaluation,
and cooperation among implementers and stakeholders are important factors that need to be
considered in implementing the CPD program. Table 4.6 below presents a summary of
respondents’ responses on the effectiveness of the implementation of CPD program.
Table 4.5 Responses of respondents on the effectiveness of the implementation of CPD
program
No Items Types N M SD Df P
respondents
1 The school CPD priorities are clearly School leaders 9 3.80 1.00 94 .001
Teachers 39 2.60 1.20
identified
Total 48 2.80 2.24

2 The discussion is made after

the School leaders 9 3.89 .82 94 .001
Teachers 39 2.62 1.23
identification of CPD priorities
Total 48 2.82 1.26
3 The school has annual CPD plan School leaders 9 3.70 1.22 62 .001
Teachers 39 2.64 1.20
Total 48 2.72 1.27
4 I have my own CPD plan School leaders 9 3.70 1.32 94 .001
Teachers 39 2.53 1.19
Total 48 2.70 1.27
5 All teachers prepared their CPD modules School leaders 9 3.30 1.57 94 .044
Teachers 39 2.50 1.27
and portfolio in the school
Total 48 2.60 1.24
6 Portfolios of teachers are organized and School leaders 9 3.50 1.12 94 .009
Teachers 39 2.62 1.21
checked continuously
Total 48 2.75 1.34

7 A certificate is prepared for me after School leaders 9 3.50 1.50 94 .002

Teachers 39 2.33 1.23
completion of the trainings
Total 49 2.54 1.45

8 Sufficient time is allotted for CPD School leaders 9 3.91 .82 94 .001
Teachers 39 2.75 1.19
 training in the school Total 48 2.93 1.24
9 My instructional knowledge and skills School leaders 9 3.80 1.20 94 .004
Teachers 39 2.74 1.30
improved after CPD training
Total 48 2.93 1.29

10 Action research is prepared after CPD School leaders 9 3.73 1.21 94 .001
Teachers 39 2.55 1.23
training
Total 48 2.73 1.40
11 Continuous assessment is applied after School leaders 9 3.90 1.24 94 .002
Teachers 39 2.71 1.35
CPD training
Total 48 2.90 1.34

12 Active learning methods are School leaders 9 3.34 1.57 94 .040

Teachers 39 2.64 1.27
implemented after CPD training
Total 48 2.71 1.24
13 The school report is prepared at the end School leaders 9 3.61 1.54 94 .001
Teachers 39 2.43 1.16
of every sessions
Total 48 2.60 1.29

14 School leaders 9 3.50 1.45 94 .001

Teachers 39 2.12 1.15
, CPD program is successfully
Total 49 2.31 1.30
implemented in this school by all
teachers

Total 48 2.77 1.05 94 .01

As presented in table 4.6, all items 1 to 14 indicate that school leaders rated quite differently
when compared with teachers; i.e., the mean scores of school leaders ranging from 3.30-3.91.
The mean scores of school leaders fell in between “agree” and “undecided” scales; i.e., the
mean scores of items 1 up to 4, 6 up to 11, 13 and 14 set in the “agree” scale. This proves that
school leaders agreed that the school CPD priorities are clearly identified and the discussion
was made after the identification of CPD priorities. The school leaders and teachers prepared
annual and individual CPD plan. They confirmed that sufficient time was allotted for CPD
training in the school and teachers’ instructional knowledge and skills improved after CPD
training. They accorded that teachers prepared action research and applied continuous
assessment after CPD training. They also proved that the school report was prepared at the
end of every session. Whereas, the mean scores of items 5 and 12 lay in the “undecided”
scale. This expresses that school leaders faced difficulty to decide whether or not these items
were implemented effectively in the sampled schools and “undecided” scale is below the
“agree” scale which implies that the items were to some extent not accomplished.
On the other hand, the mean scores of teachers for items 1 to14 ranging from 2.12-2.75 and
the mean scores fell in between “disagree” and “undecided” scales. The mean scores of items
4, 5, 7, 10, 13, and 14 fell in “disagree” scale. This proves that the school leaders and teachers
have no annual and individual CPD plan. It indicates that all teachers did not prepare their
CPD modules and portfolio and a certificate was not prepared for teachers after completion of
the trainings; action research and report were not prepared. In general, CPD program was not
successfully implemented in this school by all teachers. In addition to this, the mean scores of
items 1 to 3, 6, 8, 9, 11, and 12 lay in the “undecided” scale. This confirms that the
identification of CPD priorities, organization and check of portfolios, allocation of sufficient
training time, and preparation of CPD training report at the end of every session were not
accomplished to some extent. It also indicates that teachers’ instructional knowledge and
skills were not improved; and continuous assessment and active learning methods were not
applied after CPD training as required. In order to check if there was difference between school
leaders and teachers in their reply, independent samples “t” test analysis was conducted. The p-
values of items 1 to 14, range from .001-.044 are less than .05 (see table 4.6). This indicates that
there was statistically\ significant difference between the mean scores of two groups of
respondents. This might be because of the two groups of respondents have different views on the
effectiveness of the implementation of CPD program. In the interview session, the researcher
asked the Woreda/Town TDP coordinators and supervisors to explain how they evaluated the
implementation status and the effectiveness of CPD program in the sampled schools. They
replied as: The CPD program was designed to update teachers’ skills and knowledge which
result in the improvement of students’ achievement. But, the teachers’ skills and knowledge were
not updated and the students’ achievement was not improved.The students’ scores in National
examination sometimes increase and the other times decrease below the average. The students
always complain due to lack of teachers’ teaching skills and subject matter knowledge. These all
indicates the CPD training did not attain its objectives. Therefore, there was no the
effectiveness of the implementation of CPD program in the sampled schools. The other
participants reacted that: In the sampled schools the implementation status of CPD program is
almost in bad condition. That means the school leaders and teachers ignored the CPD
issues. They are focusing on other teaching and learning issues. They forget the principle that
without updating teachers it is impossible to bring the desired changes in the school.
In FGDs, all group discussants reflected that: It is difficult to say that there is the effectiveness of
the implementation of CPD program in the sampled schools. There are different indicators which
show effectiveness of CPD program. For example, the lack professional ethics of teachers; some
teachers always come late to the school; they did not teach students if the school leaders absent
from the school for different cases. Each and every year the students come to the office of school
leaders to change teachers due to lack of teaching skills and subject matter knowledge. The
school leaders always irritates due to the wastage of the periods without any reasons. Therefore,
the CPD program was not implemented in the sampled schools. The FGDs discussants and
interviewees replied that there was ineffectiveness of the implementation of CPD program in the
sampled schools and this supports the responses of respondents in the questionnaire.
CPD training certificate and action research conducted. From five sampled schools only one
school prepared certificate for teachers in the last year. Four schools did not identify CPD
priorities and they have no annual and individual CPD plan in this year (2019). Only 10 action
researches were prepared last year but in this year nobody tried to write action research. In
conclusion, the data collected from the instruments obviously point out that school leaders
witnessed that the CPD program was effective. But, teachers responded that there was no
effectiveness of the implementation of CPD program in the sampled schools.
4.6. Factors affecting the implementation of CPD program

There are encouraging and discouraging factors which affect the implementation of CPD
program positively and negatively respectively. This study focuses on the discouraging
factors which hinder the effective implementation of CPD program. Steyn (2011) identified a
number of aspects that may influence the effective implementation of CPD, such as; an
emphasis on teachers’ learning, the commitment of teachers, ineffective leadership, the
particular school context, and feedback given on CPD practices; i.e. teachers need to know
whether they are making any progress when implementing new CPD initiatives.

Table4:6. 6 Responses of respondents on the effectiveness of the implementation of CPD

program
No Items Types N M SD Df P
respondents
1 Teachers are not well informed about the School leaders 9 3.91 .97 94 .82
Teachers 39 3.80 1.20
implementation steps of CPD
Total 48 3.79 1.16

2 Shortage of appropriate training resources

School leaders 9 3.43 1.48 17. .16
Teachers 39 4.00 1.00
Total 48 3.89 1.13
3 Poor management of CPD training time School leaders 9 3.90 1.17 94 .94
Teachers 39 3.88 1.00
Total 48 3.89 1.00
4 Lack of appropriate support from school School leaders 9 4.41 1.81 94 .12
Teachers 39 3.92 1.00
CPD coordinators
Total 48 4.01 1.00

5 Unwillingness of teachers to implement the School leaders 9 4.14 1.20 94 .24

Teachers 39 4.72 1.3
CPD program
Total 48 4.69 1.14

6 Teachers’ overload work/lack of sufficient School leaders 9 3.90 1.58 94 .68

Teachers 39 3.70 1.24
time
Total 48 3.70 1.29

7 Absence of teachers’ ability or skill to School leaders 9 3.69 1.38 94 .73

Teachers 39 3.58 1.32
implement the CPD program
Total 49 3.48 1.33

8 Lack of support from Woreda/Town School leaders 9 4.72 .70 94 .06

Teachers 39 4.08 1.17
education TDP coordinators
Total 48 4.20 1.13

9 The training is difficult to implement in School leaders 9 3.29 1.51 94 .86

Teachers 39 3.31 1.28
classroom situations
Total 48 3.30 1.31
10 Lack of a systematic follow up School leaders 9 3.88 1.20 94 .79
Teachers 39 3.88 1.00
Total 48 3.88 1.08
11 Absence of skilled and experienced School leaders 9 4.30 1.08 94 .30
Teachers 39 4.00 1.00
supportive supervisory personnel.
Total 48 4.00 1.00

12 Absence of coordination between teachers School leaders 9 3.88 .97 94 .96

Teachers 39 3.88 .88
 and school principals Total 48 3.88 .97

13 Absence of well trained school CPD School leaders 9 3.90 1.00 94 .37
Teachers 39 4.19 .91
coordinators
Total 48 4.09 .93
14 Adequate budget was not allocated to support School leaders 9 4.19 1.00 94 .57
Teachers 39 4.38 .86
CPD activities
Total 49 4.28 .88
15 The negative attitude of principals/vice- School leaders 9 3.13 1.60 94 .62
Teachers 39 3.24 1.50
principals towards CPD
Total 49 3.11 1.51

16 The framework and toolkit materials of CPD School leaders 9 3.43 1.48 94 .35
Teachers 39 3.84 1.27
are not clear and not helpful
Total 49 3.72 1.30
to implement CPD

Total 48 3.81 .66 94 .85

As indicated in table 4.7, items 1 to 3, 5 to 7, 9, 10, and 12 to 16, both respondents ranked almost
similarly as serious, more serious and most serious. The mean scores of teachers ranging from 3.24-4.38
and that of school leaders 3.13-4.19 and the total mean scores also ranging from 3.11 4.28. They ranked
items 9 and 15 as serious. This shows that both respondents approved that the difficultness of training to
implement in classroom situations and the negative attitude of principals/vice principals were serious
factors which affected the implementation of CPD program. The respondents also ranked items 1 to 3, 5
to 7, 10, 12, 13, and 16 as more serious.
This indicates that lack of awareness for teachers about the implementation steps of CPD;
shortage of appropriate training resources; poor management of CPD training time;
unwillingness of teachers’ to implement the CPD program; teachers’ overload work/lack of
sufficient time; absence of teachers’ ability or skill to implement the CPD program; lack of a
systematic follow up; absence of coordination between teachers and school principals; absence
of well-trained school CPD coordinators; and unclearness of framework and toolkit materials of
CPD were more serious factors which affected the effective implementation of CPD program in
the sampled schools. In addition to this, both respondents ranked items 9 and 15 as serious
factors. Furthermore, they rated item 14 as most serious. This utters that lack of adequate budget
to support CPD activities was the most serious factors which influenced the implementation of
CPD program. On the other hand, there was a slight difference of the respondents in the ranking
for items 4, 8, and 11; i.e., the mean scores of teachers’ were determined to be 3.90, 4.08, and
4.00, respectively and all mean scores fell in “more serious” scale. This depicts that teachers
assured that lack of support from school CPD and Woreda/Town education TDP
coordinators, and absence of skilled and experienced supportive supervisory personnel were
more serious barriers which influenced the effective implementation of CPD program. The mean
scores of school leaders of items 4, 8, and 11 were 4.39, 4.72, and 4.30,
Teachers in their respond, independent samples “t” test analysis was conducted. The p-values of items 1
up to 16 ranges from .06-.96 are greater than .05. This indicates that there was no statistically significant
difference between the mean scores of two groups of respondents. This might be because of the two
groups of respondents’ have almost similar views on the factors affecting the implementation of CPD
program. In open ended question, the respondents (teachers) listed the affecting factors of CPD program
as follows:
The school environment/training place is not conducive; lack of incentives, rewards and
encouragement, lack of commitment, and absence of cooperations

In FGDs and interviews section the school CPD coordinators and Woreda/Town TDP
coordinators and supervisors were asked to list the factors that affecting the effective
implementation of CPD and measures that should be taken to overcome the challenges of
CPD program. They listed similar affecting factors with closed and open-ended questions in
questionnaires.
The TDP coordinators and supervisors pointed out the following measures that should be taken
to overcome the challenges of CPD program. These are:
Stakeholders should design systematic follow up and support for CPD trainees continuously;
The school leaders should allocate adequate budget for CPD training and follow up to check
whether or not it is used efficiently; and supervisors, CPD coordinators and TDP coordinators
should have desired knowledge and training skills on the CPD training.
W (2 and 4) I (3, 4, 8, 9, 10), March 03 and 10, 2019 morning and afternoon
The other participants also commented that:
We should give awareness creation training for teachers and school leaders by collaborating with
schools; the school leaders ought to encourage good performed groups in CPD training and prepare
conducive training place.
W (1 and 3) T1I (1, 2, 5, 6, 7, 11, 12, and 13), February 27, March 06 and 13, 2019 morning and
afternoon

The findings of the study confirmed that the findings of the following researchers. Gosa
(2012) stated that lack of teachers’ positive attitude towards the program and lack of support
from Woreda education experts and supervisors were the major obstructing factors of CPD
program implementation and Chemir (2013) indicated that lack of willingness of teachers to
participate in the training, lack of support from school leaders and lack of collaboration with
teachers and school leaders were the factors that affected the implementation of CPD
program.
In conclusion, school CPD coordinators, Woreda/Town TDP coordinators indicated that there
were discouraging factors which affected the effective implementation of CPD program. In
questionnaire both groups of the respondents replied the factors affected CPD program more
seriously i.e., the overall total mean score was 3.81 and lay in “more serious” scale

CHAPTER FIVE
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter contains four subsections. The first subsection deals with the summary of the major
findings, the second subsection presents conclusions which were drawn from the summary of the
major findings, the third one introduces alternative solutions which were recommended to ease
the problems encountered during CPD program implementation and the fourth section deals with
areas of future research.
5.1. Summary of the major findings

In this study the descriptive survey design and mixed (quantitative and qualitative) methods
were employed. Interview, FGDs, documents analysis and questionnaires were used as data
collecting instruments.
This study aimed to assess the implementation of CPD program by describing the existing
evidences and various realities of secondary schools of Jimma Geneti Woreda. It is also
attempted to attain the following specific objectives: to explore teachers’ and principals’
perceptions towards CPD program; to identify the extent of stakeholders supporting and
following up activities on the CPD program; to find out the benefits of CPD program in teaching
and learning process; to examine how CPD is implemented in the schools and the link of
teachers’ day to day activities to their CPD program; and to identify the major factors hindering
the effective implementation of CPD. In order to achieve the major and specific objectives the
following basic/research questions were raised and answered in this study.
 How CPD program is effectively implemented in secondary schools of Jimma Geneti
Woreda?
 What is the perception of principals and teachers concerning CPD programs in
secondary schools of Jimma Geneti Woreda?

 What challenges hinder the effective implementation of CPD program in secondary

schools of Jimma Geneti Woreda?

5.1.1. Perceptions of teachers and school leaders on the CPD

program
Both respondents perceived CPD positively as a means to improve their subject and instructional
knowledge, professional growth, teaching/leadership competence, and teaching/leadership
knowledge and skills. The respondents also perceived it as a means to improve students’
academic achievements.
On other hand, the majority of the respondents (teachers) believed CPD negatively as it is not
used to update their pre-service training knowledge and skills and cannot help them to use a
variety of student centered teaching methods. It is not interesting and participatory and does not
also enable them to develop self-confidence.
In open ended question, some teachers perceived CPD as positively and the others negatively.
They perceived CPD positively as it fulfills skills gap in teaching methods and increases
experience sharing and intimate friendship among colleagues. It is also a strategy to solve
teaching learning problems.
In the interviews session, the interviewees indicated that almost all school leaders perceive it
positively. They further indicated that the school leaders are obedient to run the CPD training in
their school continuously. But, teachers perceived CPD both positively and negatively. They said
that teachers develop negative perception towards CPD due to there might be lack of sufficient
time and overloaded work condition, lack support from concerned bodies, no budget allocation
,lack of evaluation and systematic follow up, lack of incentives and refreshments during CPD
training, absence of well trained and experienced CPD coordinators.
Regarding perceptions of school leaders and teachers, the FGDs discussants replied that the
school leaders talk positively about CPD but they did not implement. Regarding teachers, most
of them did not understand the fact that CPD was designed to update their teaching skills and
knowledge. They thought that they were taking the training CPD for the benefit of the
government or for the school leaders. The school leaders also disobedient to participate in the
school group CPD training and when they were invited to participate in the training they say that
they were too busy. Most of the teachers were joking when they were called to participate in the
training. These perceptions of school leaders and teachers made very difficult to run the training.
They responded that the negative perception of teachers occurred due to there might be
insufficient time because most teachers were working in two shifts.

5.1.2. School leaders support and follow up activities on the CPD

program
Both respondents proved that supervisors did not crosscheck the implementation of CPD by
preparing checklist. The majority of the respondents (teachers) proved that there were no
professional development trainings and allocation of budget for training. They indicated that
there were no supporting and guiding in the preparation of portfolio and CPD Module and the
feedback was not given at the end of each training session.
In open ended question, the majority of teachers responded by supporting the closed ended
questions; i.e., the CPD training was not given in the regular way and nobody pay attention on
the issues of CPD training. They also indicated that teachers do not have awareness about CPD
and there was no coordination in the school for CPD training. The school leaders have no
awareness to give support and guidance for teachers and no supervisor was assigned in two
Woredas.
In interviews part the Woreda/Town TDP coordinators and supervisors replied that in this
year (2019) they did not give any training and did not make discussion with school leaders and
teachers rather than tried to supervise the implementation of it. They said that this is because of
they have no sufficient time and overloaded in another teaching and learning issues. They also
said that the mandate was given for school leaders to run the CPD program by using the last year
training. The other participants added that they are preparing checklists to check the practices of
CPD training for second semester in this year (2019); they said that to speak frankly they did not
give attention for CPD training in the schools.

5.1.3. The effectiveness of the implementation of CPD program

In general, CPD program was not successfully implemented in this school by all teachers. In
addition to this, the identification of CPD priorities, organization and check of portfolios,
allocation of sufficient training time, and preparation of CPD training report at the end of every
session were not accomplished to some extent. It also indicates that teachers’ instructional
knowledge and skills were not improved; and continuous assessment and active learning
methods were not applied after CPD training as required.
In interview session, the Woreda/Town TDP coordinators and supervisors indicated that
the teachers’ teaching method skills and knowledge were not updated and the students’
achievement was not improved.
In FGDs part, the discussants indicated that it is difficult to say that there is the effectiveness
of the implementation of CPD program in the sampled schools.The school leaders always irritate
due to the wastage of the periods without any reasons.
Finally, the researcher checked the written documents about CPD issues. From four sampled
schools only one school prepared certificate for teachers in the last year. Three schools did not
identify CPD priorities and they have no annual and individual CPD plan in this year (2019).

5.1.4. Factors affecting the implementation of CPD program

Both groups of the respondents approved that lack of awareness for teachers about the
implementation steps of CPD, poor management of CPD training time, lack of appropriate
support from school CPD coordinators, unwillingness of teachers’ to implement the CPD
program; teachers’ overload work/lack of sufficient time, lack of a systematic follow up, absence
of skilled and experienced supportive supervisory personnel, absence of coordination between
teachers and school principals, absence of well- trained school CPD coordinators,
5.2. Conclusions
To run the CPD training effectively, it needs positive perceptions of stakeholders especially
teachers, because teachers are the key doers to accomplish the intended quality of education
through CPD. This clearly requires positive attitude of teachers towards the practice of CPD
program. Furthermore, the findings expressed that the teachers perceived CPD in two angles (i.e.
positively and negatively). Unless teachers perceive CPD program positively, it is very difficult
to undergo the training effectively since CPD program focuses on the professional development
of teachers. Therefore, it is possible to conclude that there is no fertile ground for CPD training
in the sampled schools and which contributed to failures of the training.
The Ministry of Education in Ethiopia developed clear guideline of CPD for school teachers in
2004. The roles of school leaders were clearly indicated in this guideline. CPD program needs
regular administration that requires the provision of clear instruction in the succession of action
to be followed. These make the aims of training clear to perform support and follow up on its
activities.
CPD program has many different benefits in teaching and learning process. The findings of the
study showed that the majority of the respondents (teachers) were supporting some benefits of
CPD but were not supporting the most benefits of it. Therefore, it is concluded that there is no
suitable conditions for implementation of CPD program in the sampled schools. This again
resulted in the failures of the CPD training in the sampled schools.
That there are no suitable conditions for implementation of CPD program in the sampled
schools. This again resulted in the failures of the CPD training in the sampled schools. In FGDs
and
interviews session the participants also said that there were no CPD activities in the sampled
schools and almost all concerned bodies ignored CPD issues.
As it was indicated in the findings of the study, there were different hindering factors of CPD
program. Both groups of the respondents replied that the hindering factors as more serious
factors. From this, it is possible to conclude that the hindering factors made difficulty to
implement the CPD program successfully.
In general, the CPD program was not successfully implemented in the sampled schools due to
negative perceptions of teachers and absence of school leaders support and follow up activities
and many more discouraging factors.
5.3. Recommendations

Based on the findings of the study, the following recommendations were forwarded.
1. In the findings of the study negative perceptions/attitudes of teachers towards CPD training
was indicated as one of the factors for failure of successful implementation of CPD program at
sampled schools. Reducing teachers’ negative perceptions/attitudes towards CPD requires
integrated efforts of stakeholders. Therefore, the following strategies were recommended to
reduce teachers’ negative perceptions/attitudes
 ZED and Woreda/Town Education Office should reduce the work load of teachers by
recruiting sufficient number of teachers. Teachers work load should not be considered
only as the number of periods he/she has per week, but preparation of lesson plan and
teaching aid, reading the text and reference books to present the lesson, assignment and
test/examination correction and recording the scores of students are all required activities
of teachers’ out-of-classroom teaching periods.
 The respondents expressed that they did not believe that CPD enabled them to get
licensing and re-licensing opportunity and improved their professional ethics.
Woreda/Town Education Office should/ought to apply licensing, re-licensing,
certification and career level for teachers after finishing the CPD training.
 REB should include the completion of CPD training as one criteria when selecting
teachers for upgrading (like from diploma to first degree, from first degree to second
degree)
things.

2. The findings of the study revealed that there were no school leaders support and follow
 up activities on the CPD program in the sampled schools and these resulted in ineffective
implementation of CPD program. Therefore, to run the CPD training effectively the
concerned bodies (Woreda/Town education office and school) ought to perform the
followingthings.
 There is no awareness on the framework and practical toolkit of CPD program because
nobody gave awareness creation training. In addition to this, the negative attitudes of
teachers towards CPD training made difficulty to follow up and give support. So school
leaders and woreda education office should prepare awareness creation training in the
preparation of modules and portfolios for school academic staff.
 Since there was lack of proper and continuous support from the leadership and absence of
adequate training opportunities for teachers and principals. The school should allot
sufficient training time and check whether or not the teachers use it effectively.
 Woreda/zonal education office should design systematic support, follow up and
evaluation strategies continuously. Cross checking the implementation of CPD and
giving feedback continuously.
 As indicated by respondents there were an appropriate allocation of budget as necessary.
Woreda coordinators/ administrators should allocate the necessary budget and controlling
to check whether or not it is used efficiently.
 The school leaders should make continuous discussion with teachers by verifying the
benefits of CPD in teaching and learning process effectively.
 The school ought to prepare the report on the CPD issues that are its progress and
challenges at the end of every sessions and the Woreda/Town education offices
ought to ask the report and give feed backs by cross checking what has been done in the
schools and what has been written in the report.
 The school leaders should identify CPD priorities clearly and make discussion with
teachers.
 Teachers should apply continuous assessment and active learning methods and the
school leaders should cross check/supervise its accomplishment. .
 The school ought to give support to improve teachers’ ability or skill in the implementation
of CPD program
3. The findings of the study indicated that the CPD program was less effective in the sampled
schools. Hence, the following measures should be taken to implement the CPD program
effectively.
 The school should allot sufficient training time and check whether or not the teachers use
it effectively.
 The school ought to prepare the report on the CPD issues that are its progress and
challenges at the end of every sessions and the Woreda/Town education offices ought to
ask the report and give feed backs by cross checking what has been done in the schools
and what has been written in the report.
 The school leaders should identify CPD priorities clearly and make discussion with
teachers.
 The school leaders and individual teacher should prepare annual and individual CPD
plan respectively.
 Teachers ought to conduct action research and the school leaders should encourage
teachers to conduct it and allocate the necessary budget for the research.
 Teachers should apply continuous assessment and active learning methods and the school
leaders should cross check/supervise its accomplishment
4. The findings of the study pointed that the CPD program was delayed by many discouraging
factors in the sampled schools. As a result, to solve these problems it was recommended that all
the concerned bodies should take the following actions.
 The MoE should prepare adequate training materials/resources for teachers.
 The MoE should make the framework and toolkit materials of CPD clear and helpful to
implement CPD program.
 The MoE ought to redesign the training within classroom situations.
 The school should assign well trained, skilled and experienced supportive supervisory
personnel and school CPD coordinators.

References

1. Abebe Demissie. . Teachers’ and Principals’ Perception of Continuous Professional

Development Program in Hawassa Government Secondary Schools. Unpublished MA Thesis,
Hawassa University. (2012)
2. Afework Gebretsadik. Status of School-Based Teachers’ Professional Development Case
Study of Selected Schools in Tigray. Unpublished MA Thesis, AAU.. (2007).
3. Amare, A., Daniel, D., Derebsa, D., &Wana, L. Ethiopian pilot study of teachers
Professional Development-quality in education, teaching and Learning:
Perceptions and practice. The Ethiopian Journal of Education, (2006). 26(2), 1-23.
4. Best, J. W. and Kahn, J.V. Research in education: (10th ed.). Boston, Pearson
education Inc. (2006)
5. Bolam, R . Emerging Policy Trends: some implications for CPD, Journal of In- Service
Education, (2000). 26(2), 267-280.
6. Chimer Haile. Practices and Challenges of the Implementation of Continuous
Professional Development in Secondary Schools of Gurage Zone.
Unpublished MA Thesis, Dilla University (2013).
7. Barrow, K. et al. Cross-national Synthesis on Educational Quality. American Institute for
Research. New York Press Inc. Best, J. W. and Kahn, J.V. Research in education: (10th ed.)
Boston, Pearson education Inc. . (2006).
8. Bland ford, S. Managing Professional Development in Schools: Great Britain, St, Edmunds
Bury Press. Bolam, R. Emerging Policy Trends: some implications for CPD, Journal of In-
Service Education, (2000). 26(2), 267-280.
9. Bradley H. et.al. Developing Teachers, Developing Schools: London, David Fulton presses.
(1994).
10. Chemir Haile. Practices and Challenges of the Implementation of Continuous Professional
Development in Secondary Schools of Gurage Zone. Unpublished MA Thesis, Dilla University.
(2013).
11. Clegg, S. Cohen, L., Manion, L., & Morrison, K. Research methods in education. (5th
ed.). London: Rutledge. (2003).
12. Craft, A Nourishing Educator Creativity: an holistic approach to continuing professional
development, British Journal of In-service Education, (1996) 22(3), 309-323.
13. Craft, A. Continuing Professional Development: A practical Guide for Teachers and
Schools. (2nd edition.). London: rout ledge Falmer. . (2000).
14. Cres well, J. W. Research design: Qualitative, quantitative and mixed method Approaches.
Thousand Oaks, California: Sage publication. (2009).
15. Dadds, M Continuing Professional development: nurturing the expert within, British Journal
of In-Service Education, (1997) 23(1), 31-38.
16. Evans, L. What is Teacher Development? Oxford Review of Education, (2002) 28 (1)
17. Ewnetu & Firdisa. Teachers’ perceptions of School Based Continuous Professional
Development in Jimma zone selected schools. The Ethiopian Journal of Education, .
(2010) 5 (2), 3.
18. Ewnetu Hailu. (2009). Teachers’ Perceptions and Practices of Continuous
Professional Development: The Case of Selected Primary Schools in Jimma Zone.
Unpublished MA Thesis, Addis Ababa University.
19. MoE. Education Sector Development Program III (ESDP-III): Program Action Plan.
Ministry of Education, Education Management Information Systems (EMIS) Department.
Addis Ababa. (2005).
20 .Moe. Continuous Professional Development for Primary and Secondary School
Teachers, Leaders and Supervisors in Ethiopia. The Framework, Addis Ababa. (2009).
21. Yaekob Tsegaye A comparative Study of the Implementation of Continuous
Professional Development Program between Public and Government Primary Schools of
Addis Ababa City Administration. Unpublished MA Thesis, AAU. Yaekob Tsegaye
(2009s

APPENDICES
Appendix-A
University of Gonder
School of Graduate Studies
College of Education and Behavioral studiess
Department of Educational Planning and Management
A questionnaire to be filled by teachers and school leaders
Dear respondents,
This questionnaire is prepared for collecting relevant data to assess the implementation of
Continuous Professional Development (CPD) in Secondary Schools of Horro Guduru Wollega
Zone. All information you provided will be strictly kept confidential and will be
used only for an academic purpose. The findings of this study serve to forward recommendations
for possible improvements and adjustments in the program. Thus, you are kindly requested to
contribute in filling out the questionnaire responsibly.
Note: - There is no need of writing your name.
-You are kindly requested to respond to all items.
Thank you very much for your cooperation
1. General Information
The following items are presented to describe general information of the respondents. So
choose one from the given alternative and put “” mark in the box given.
1.1. Name of the School:--------------------------------------------------------

Sex: (1) Male (2) Female

1. 2 Educational level
 Diploma
 First degree
 Master’s degree

2. Perceptions of teachers on the CPD program. Please use one of the following scales to
indicate your level of agreement on the items below)
5= Very high (VH) 4=High (H), 3=Medium (M), 2=Low (L), and 1=Very low (VL)
Use “” mark to specify your rating for each of the statements in the table below.
No. Perceptions and views on CPD. VH (5) H (4) M (3) L (2) VL (1)
Table 3:2
No Perception and views on CPD VH H(4) M(3) L(2) VL(1)
(5)

2.1 CPD improves students’ academic achievements

 2.2 CPD plays an important role in improving my
professional growth
2.3 CPD can help me to use a variety of student centered
teaching methods
2.4 CPD is interesting and participatory
2.5 CPD encourages me to remain in my profession
2.6 CPD improves my teaching competence
2.7 CPD is a means to develop my teaching knowledge and
skills
2.8 CPD enables me to develop self-confidence
2.9 How you perceive and view the implementation of CPD
in School Conception?

2.10. If any other, Please specify your perceptions in words about CPD in the space given
Below.
3. “To what extent the school principals give support and follow up activities for implementing
CPD

No Support and follow up activities VH H(4) M(3) L(2) VL(1)

(5)
3.1 The school has given the necessary professional development
trainings on the new CPD approach for me.
3.2 The school has designed monitoring and evaluation strategies
for the school teachers to support CPD program
implementation
3.3 The school has encouraged me to participate in CPD training
continuously
3.4 The school has given the necessary materials and support to
me
3.5 School CPD coordinators have prepared short term trainings
for me on the preparation of CPD module and portfolio

3.6 CPD activities of teachers’ is followed up by principal/vice

principals continuously
3.7 The necessary budget was allocated for CPD trainings in the
 school
3.8 Short term trainings are given on the CPD issues for CPD
coordinators
3.9 The school CPD coordinators are supporting and guiding CPD
activities effectively
3.10 Feedback is given for me at the end of each training sessions
3.11 The school supervisor supports teachers in the preparation of
portfolio and CPD Module
3.12 The school supervisor cross checks the implementation of
CPD by preparing checklist

3.13 Please specify other support and follow up activities given by stakeholders on
the implementation of CPD in your school. ----------------------------------------------

4. The effectiveness of the implementation of CPD program. Please use one of the following
scales to indicate your level of practice on the items below.
V The effectiveness of the implementation of CPD program VH(5) H(4) M(3) L(2) VL(1)
4.1. The school CPD priorities are clearly identified
4.2. The discussion is made after the identification of CPD
priorities
4.3. The school has annual CPD plan
4.4. I have my own CPD plan
4.5. All teachers prepared their CPD modules and portfolio in the
school
4.6. Portfolios of teachers are organized and checked
continuously
4.7. A certificate is prepared for me after completion of the
training
4.8. Sufficient time is allotted for CPD training in the school
4.9. My instructional knowledge and skills improved after CPD
training
4.10. Action research is prepared after CPD training
4.11. Continuous assessment is applied after CPD training
4.12. Active learning methods are implemented after CPD training
4.13. The school report is prepared at the end of every sessions
4.14 CPD program is successfully implemented in this school by
 all teachers

4.15. If any other, please specify.

----------------------------------------------------------------------------------------------------
-------------------------------------------------------

5. Factors affecting the implementation of CPD program. Please give rank to the following
barriers from the most serious to the least serious
5=Most Serious (MS), 4=More Serious (MS), 3= Serious (S), 2=Less Serious (LS),
and1=LeastSerious(Ls)
Use ‘‘’’ mark to specify your rating for each of the statements in the table below. No.
Barriers in implementing CPD MS (5) Ms (4) S(3) LS(2) Ls(1)
No Factors affecting the implementation of CPD program MS(5) Ms(4) S(3) LS(2) Ls(1)
5.1. Teachers are not well informed about the implementation
steps of CPD
5.2. Shortage of appropriate training resources
5.3. Poor management of CPD training time
5.4. Lack of appropriate support from school CPD coordinators
5.5. Unwillingness of teachers to implement the CPD program
5.6. Teachers’ overload work/lack of sufficient time
5.7. Absence of teachers’ ability or skill to implement the CPD
program
5.8. Lack of support from Worde/Town education TDP
coordinators
5.9. The training is difficult to implement in classroom
situations
5.10. Lack of a systematic follow up
5.11. Absence of skilled and experienced supportive supervisory
personnel.
5.12. Absence of coordination between teachers and school
principals
5.13. Absence of well-trained school CPD coordinators
5.14. Adequate budget was not allocated to support CPD
 activities
5.15. The negative attitude of principals/vice-principals towards
CPD
5.16 The framework and toolkit materials of CPD are not clear
and not helpful to implement CPD

5.17. Please list if there are some more barriers which teachers are facing in CPD
Implementation.
----------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------
-------------------
Depending on the nature of the data collected through questionnaires, interview, and documents,
the following procedures and statistical tools will be employed. Data will be checked for
consistency and completeness on daily basis then is coded, checked, and entered to computer.
Finally, the statistical package for social sciences (SPSS) version 20 will be used for processing
and analyzing the data obtained from questionnaires. Descriptive statistics like frequencies,
percentage and figure will be applied to facilitate meaningful analysis and interpretation of
research findings. Qualitative data obtained through interviews are analyzed through descriptive
method of analysis.
Finally, the qualitative data collected through interviews, document analysis and FGD will be
analyzed qualitatively and will be reported through narrative description to complement the
quantitative data.

Interview Guides for school supervisors and Woredas/Town TDP coordinators

1. Does your school (WEO) have plan for CPD program? If not why?
2. How do you judge the perceptions of principals, vice-principals and teachers towards, CPD
program? Why these perceptions happened to them?
3. How do you evaluate the implementation status of CPD training at school level??
4. Has your office given any support in implementation of CPD program? If yes, what type of
support? If not, why?
5. What mechanisms do you use to support and follow up CPD program?
6 What factors do you think hinder the implementation of CPD program at school level?
7. What measures do you believe should be taken to minimize the obstacles of CPD?