Implementationof the New School Based Continuous Professional Development: The Case of Borena Zone Selected High Schools
Since 2011 Ethiopia has institutionalized teachers‟ new School-Based Continuous Professional Development Program both at primary and secondary schools with the aim of improving the classroom practices of teachers and consequently improving students learning. However, different findings indicated that school basedcontinuous professional development in Ethiopia schools is not achieving its intended mission .The rationale that has necessitated conducting this research is to evaluate English teachers‟ implementation of the new school based continuous professional development in some selected high schools in Borena zone. To achieve this purpose, 25 out of 89English teachers were purposefully included in the study .In addition, 4 department heads, 4 directors, 3woreda supervisors and 3 education bureau heads were also included in the study with availability sampling method.Data were gathered through questionnaire, semi-structured interview, document analysis and focus group discussion. Close-ended questionnaireand focus group discussion were administered to theteachers. Data obtained from focus group discussion, here, was used to triangulate the quantitative data collected through questionnaire .Whereas; the semi-structured interview was conducted to school and education bureau administrators. For evaluating the portfolio activities undertaken, documents were analyzed. Data obtained from close–ended questionnaire were analyzed quantitatively using simple descriptive statisticsand presented thematically and concurrently with data collected with other instruments, whichwere analyzed qualitatively. The findings indicated that although the teachers viewed the program positively as it improves their personal and professional development, they did not show much motivation to implement it effectively. In the first place, the finding revealed that there was absence of linkage between conducting continuous professional development and teachers‟ career structure. This was further complemented by lack of subject matter and pedagogical materials, budget, internet service, class size, distance between teachers home and school and moral support to be made for the teachers. Besides, poor follow up from concerned bodies; inadequate awareness amongteachers and other stakeholders on the program were also found to be impediments for the program implementation. Therefore, it was recommended that the regional and zone education bureau administrators should work collaboratively to organize sustainable awareness creating training for all the concerned bodies and provide the schools with necessary materials and internet service; make budget and moral support, and link the program with teachers‟ career structurefor better implementation of the program.Education bureau experts, mentors, supervisors and school leaders need to monitor, evaluate and provide timely feed back tothe teachers‟ portfolios to revitalize the program. Finally, teachers themselves have to view the program as part of their personal and professional development, and thus, implement it honestly and collaboratively.
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