THE OPPORTUNITY AND CHALLENGE OF CONTINUOUS PROFESSIONAL DEVELOPMENT IMPLEMENTATION IN SELECTED PRIMARY SCHOOLS OF ABAFERANCUA CLUSTER, CHEHA WOREDA, GURAGHE ZONE, SNNPR, ETHIOPIA

Abstract

factors, among these the availability of professionally equipped and motivated teachers is one of the basic factors, so teachers as professional have to update and improve their competencies and skills continuously to cope with the change. Hence this study attempts to rigorously examine the challenges and opportunities of continuous professional development program implementation in Cheha Woreda Abaferancua cluster primary schools include; Abaferancua, Ras zeselase, Selam ber. To conduct the study both quantitative and qualitative approach was employed and qualitative data was collected through interview. To this end first three schools were selected from four government primary schools of the cluster by using purposive sampling method based on their level, to this end the three primary (1-8) government schools were selected. Secondly within each sample schools the respondents’ were selected by using systematic sampling, (k=N/n) method from attendance lists of respective school by taking 30% teachers proportionally from each school were taken as informants. From all the selected schools 100% of principals and supervisors were included in the study as respondents in the sampled schools by available sampling method. To this effect, method of the research, sources of data, sample of population and sampling techniques, instruments and procedures of data collection, and method of data analysis were employed in the study are stated here under. All teachers should involve and participate actively in continuous professional development program with commitment and full interest, sufficient time should be given for awareness creation and teachers should involve in full confidence in the implementation program, the duty and responsibility of each and every person should be indicated clearly, material and financial support should be provided by the concerned bodies. Generally suggests the majority of sample teachers responded that teachers have negative attitude towards the program they talk the program as additional work and believed that the program creates burden to the teachers. on the other hand regarding teachers awareness and active involvement of responsible body the majority of sample teachers ,the majorities of principals and the majority of supervisors responded that teachers have low level of awareness’s and lack of active involvement the responsible body on the program are the major challenges of implementation