The Current Status of Continuous Professional Development Program in

Secondary School of Bole Sub-City: The Case of Lem-Secondary School

A thesis submitted to Addis Ababa University for the Partial Fulfillment of the

Requirement for the Degree of Master of Arts in Curriculum and Instruction

Department of Teachers Professional Development

Addis Ababa Ethiopia

Gemechu Merga Wirtu

June 2014
 ADDIS ABABA UNIVERSITY

SCHOOL OF POST GRADUATE STUDIES

This is to certify that the thesis prepared by Gemechu Merga, entitled: The Current Status of
Continuous Professional Development Program in Secondary School of Bole Sub-City: The Case of
Lem-Secondary School, and submitted in partial fulfillment of the requirements for the Degree of
Master of Arts (Curriculum and Teachers Professional Development Studies) complies with the
regulations of the university and meets the accepts the standards with respect to originality and
quality.

Examiner ______ Signature Date ______________

Examiner _______ Signature Date_______________

Advisor _______ Signature Date_______________

_________________________________________________________________________

Chair of Department or Graduates Program Coordinator

 Acknowledgement

I am grateful to the Almighty God for his support and care in my daily activities. I would like to express

my appreciation to my advisor Mr. Fetene Regassa for his unlimited effort from proposal preparation to the

end of this paper. I thank for his constructive comments and suggestions for this study.

I am still grateful to my friends Gemechu Tesso, Eng. Lelisa Markos and Mesay Taye for their unreserved

support and encouragement for the completion of this study.

Last but not least I would like to thank Atalay Mekonnen for her Support and encouragement in the

accomplishment of this study.

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 Table of Contents

Items Pages
Acknowledgement ...................................................................................................................... i

Table of Contents ...................................................................................................................... ii

List of Tables ............................................................................................................................ vi

Abbreviations and Acronyms .................................................................................................... vii

Abstract .................................................................................................................................. viii

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

INTRODUCTION ...................................................................................................................... 1

1.1 Background and Justification ............................................................................................. 1

1.2 Statement of the Problem ................................................................................................... 3

1.3 Objectives of the Study ....................................................................................................... 6

1.4 significance of the study .................................................................................................... 6

1.5 Delimitation of the Study ................................................................................................... 6

1.6 Limitations of the Study ..................................................................................................... 7

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

REVIEW OF RELATED LITERATURE .................................................................................... 8

2.1 Models, Approaches and Policy Framework to CPD .......................................................... 8

2.1.1 Definition and Concepts ............................................................................................... 8

2.1.2. The CPD Cycle........................................................................................................... 8

2.1.3. Approaches of CPD .................................................................................................... 9

2.1.4. Models of CPD ......................................................................................................... 10

2.1.4.1. Induction ............................................................................................................... 11

2.1.4.2. Mentoring/Coaching .............................................................................................. 12

2.4.3. Portfolio ................................................................................................................... 13

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 2.1.4.4. Observation of Excellent Practice .......................................................................... 14

2.1.4.5. Reflective Model .................................................................................................... 14

2.1.4.6. Workshops, Seminars, Conferences and Courses ................................................... 15

2.1.4.7. Clinical Supervision............................................................................................... 15

2.1.4.8. Co-operative or Collegial Development ................................................................. 15

2.1.4.9. Action Research ..................................................................................................... 16

2.2. The National CPD Framework of Ethiopia and Its Objectives ......................................... 17

2.2.1. A Principles and Characteristics of Effective CPD in Ethiopia .................................. 18

2.2.2. Application of CPD in Ethiopia ................................................................................ 19

2.2.3. Factors affecting implementations of CPD ................................................................ 21

CHAPTER THREE .................................................................................................................. 22

DATA AND METHODOLOGY............................................................................................... 22

3.1 Data Sources.................................................................................................................... 22

3.1.1 Samples and Sampling Procedures............................................................................. 22

3.1.2 Methods of Data Collection ....................................................................................... 23

3.1.3 Procedures for Data Collection .................................................................................. 24

3.2 Methods of Data Analysis ................................................................................................ 24

3.2.2 Ethical Concerns........................................................................................................ 26

CHAPTER FOUR .................................................................................................................... 27

RESULT AND DISCUSSION .................................................................................................. 27

4.1 Context of the Study ................................................................................................... 27

4.2 Data Analysis ............................................................................................................. 27

4.2.1 Teachers’ Responses on Training interest and Degree of Participation in the

Implementation of CPD...................................................................................................... 28

4.2.2 Effects of the CPD on Students Achievement and Needs of Teachers .................. 29

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 4.2.3 The effect of the Implementation CPD on the Practice of Teaching and in
Meeting the Needs of Teachers .......................................................................................... 29

4.2.3.1 Regarding Applying Active Learning Methods .................................................... 30

4.2.3.2 Administrative and Content Constraints for Implementing CPD .......................... 30

4.2.3.3 Responses of Principal and Supervisor about CPD in the School ......................... 31

4.2.3.4 Continue and Strengthen the Good Effects of CPD (such as Learning
Together and Doing Action Research) ................................................................................ 31

4.2.3.5 Training Program for Teachers, Principal and Supervisor .................................... 31

4.2.4 A Major Holdbacks on the CPD Responded by Respondents .................................. 31

4.2.5 Analysis of E.G.S.L.C Result of Lem Secondary School ......................................... 32

4.2.5.1 Grade 10 Students E.G.S.L.C Result Analysis of 1996, 1997, 1998 and 1999 ......... 32

4.2.5.2 Grade 10 Students E.G.S.L.C Result Analysis of 2001, 2002, 2003 and 2004 ......... 33

4.2.6 Comparative Analysis of Grade 10 Students Results before and after the
Implementation of CPD Program ....................................................................................... 33

CHAPTER FIVE ...................................................................................................................... 36

SUMMARY, CONCLUSION AND IMPLICATION ................................................................ 36

5.1. Summary of Data Analysis ............................................................................................. 36

5.2. Conclusion ..................................................................................................................... 38

5.3. Implications .................................................................................................................... 39

References ................................................................................................................................ 40

Appendix

iv
 Abstract

This study was mainly designed to assess the current status of continuous professional development program
in secondary school. For this purpose Lem Secondary School found in Bole sub-city was purposively selected
and data was collected using participant observation, interview and discussion with teachers, supervisor and
principal. All the information rich participants (i.e. ten teachers, one principal and one supervisor) were
selected purposely using open ended and structural questions in the formal way. Besides, document analysis
was also used as an additional source of data. Later on, the responses to the interview questions were
categorized into nine themes and data for these themes were presented in narrative and descriptive forms
based on participants understanding and interpretation in addition to the researcher reflective analysis. The
result revealed that in spite of the values of the CPD program, various holdbacks have been noticed. These
hold backs are lack of motivation by the teachers, incentives and interest of teachers, insufficient training,
less budget allocation, unsatisfactory support from principals and supervisors, shortage of CPD materials,
lack of on time follow-ups and unwillingness of playing their roles by all the concerned bodies in this
teaching and learning process. Improving students’ result is among the main objectives of CPD. In order to
test or prove this the researcher comparatively analyzed grade 10 results of Lem secondary
premplimentation of CPD and post implementation of CPD. Based on the data obtained it can be clearly
seen or understood that there is a radical improvement in students result after the implementation of this
program. Therefore, it can be concluded that CPD vital in improving students’ results. Regarding national
examination, from the year 1993-2005, 4535 male 5095 female and a total of 9630 students sat for grade 10
General Secondary School Leaving Examination from which 2805 female and 2668 male students joined
preparatory school by scoring 2.00 and above. In the case of grade 12 national exam, it was only in 1994
that 336 students sat for exam and scored a good result.

v
 CHAPTER ONE

INTRODUCTION

1.1Background and Justification

Teachers‟ development is a never ending cycle of teacher learning that begins with initial
teacher training and continues for as long as a teacher remains in the profession. The fact that
teaching is a public profession places teachers in the spotlight of societal expectations of
continually finding ways to improve student learning (Lange, 1990 cited in Naziha Ali R.,
2010). The way to make this possible is by enabling teachers to continue to evolve in the use,
adaptation and application of their art and craft. Ongoing, relevant professional development
activities are necessary for a teaching force to be effective (Craig et al, 1998: 13).

The terms teachers‟ Continuing Professional Development (CPD) implies, any professional
development activities engaged in by teachers which enhance their knowledge and skills and
enable them to consider their attitudes and approaches to the education of children, with a view
to improve the quality of the teaching and learning process. Teachers‟ professional
development is what a teacher attains as a result of obtaining experience and exploring his or
her teaching systematically it also includes opportunities offered to educators to develop
knowledge, skills approaches and dispositions to improve their effectiveness in their
classrooms and organization (Villegas-Reimers, 2003).

The continuing professional development of teachers has existed for several decades and
become an important subject in teacher education reform in the world. It 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 and which contribute to the quality
of education in the classroom (Day, 1999). This implies that CPD encompasses formal
and informal means of developing workers professionally and a wide variety of approaches in
a variety of settings.

Literature indicates that there is a strong link between teacher professional development and
quality, especially in the areas of “teachers” beliefs and practices, students‟ learning, and on

1
the implementation of educational reforms” (UNERSCO, 2006: 71). This is mainly because
reforms leading to improved quality in pre-service and in-service teacher education cannot
succeed unless they are backed by progressive professional development and continuous
teacher learning at the school level. Teacher professional development ensures that theories
acquired in initial preparation can be successfully implemented in practice.

Good basic education is the result of the interaction of multiple factors, the most important of
which is increasingly recognized to be quality teachers and teaching that goes on in the
classroom, and the impact of the teacher and teaching, has been identified in numerous studies
as the crucial variable for improving learning outcomes. The way teachers teach is of critical
concern in any reform designed to improve quality (UNESCO, 2004: 152). Teacher quality,
teacher learning, and teacher improvement, therefore, are becoming the foci of researchers,
policy makers, program designers, implementers, and evaluators.

Scholars in field of teacher‟s education argue teacher professional development fosters the
knowledge, expertise, skills, and attitudes needed for optimal teaching. They maintain that
these cannot be fully developed in pre-service teacher education programs alone. When
teachers are involved in making decisions about changes that affect them, enjoy being around
children, have the skills to impact appropriate knowledge and manage their classrooms, and
understand their roles in the community, they are usually highly motivated and their students‟
achievement tends to improve. Thus, teacher education should not end with the receipt of a
diploma or teaching certificate, but must constitute life-long learning through continued
learning and socialization, supervised internships and continuing education requirements as the
primary vehicles for developing effective learner-centered approaches to teaching (Craig et al,
1998; Darling-Hammond and Brandford, 2005).

Professional development can help overcome short comings that may have been part of
teachers' pre-service education and keep teachers abreast of new knowledge and practices in
the field. This ongoing training for teachers can have a direct impact on students' achievement
(UNICEF, 2001: 13). Continuous Professional Development (CPD) benefits individuals in
identifying their own strengths and areas which they need to work on so that they improve their
attitudes, knowledge and understanding skills which enable them to cop up with the ever

2
changing world. It also benefits organizations in increasing their efficiency and achieve their
goals through professional practices. When it comes to the education sector, it even becomes
more critical. It is clear that competent teachers are vital for the success of any teaching
institution. It is equally clear that teachers require continuous professional development
enabling them to address the challenges they face.

In their professional development, teachers need to acquire the capacity to consider,

implement, and make room for changes (Darling-Hammond and Bransford, 2005: 362). The
government of Ethiopia acknowledges the key role that teachers play in education quality and
places teachers at the core of its quality-improvement strategies (Amare, et al., 2006). It also
recognized that teachers are the key to school improvement and, therefore; modular approach
to CPD program, which involves also newly deployed teachers and for CPD priority programs,
have been introduced in both primary and secondary schools since 2005 (MoE, 2009a: 5). The
newly deployed teachers are expected to work through a two year induction program,
produced at national level and supported by mentors.

These mentors are selected from staff members who have better experience. All other teachers
are expected to carry out the CPD program produced at national level (MoE, 2009). This
program consists of three course books which teachers work through in small groups within a
school or cluster of schools. Each course consisted of 3 units covering aspects of teaching and
learning and school ethos. The groups are designed to be led by facilitators, usually selected
from experienced members of the school staff.

It is believed that teachers‟ Continuous Professional Development is an ongoing activity which

always seeks continuous research to find out what is prevailing in the schools and take
remedial actions on the obstructing factors. The researcher is going to assess extra challenges
and problems; and effects of CPD implementation in Lem secondary school to take remedial
actions.

1.2 Statement of the Problem

The literature indicates that ongoing and relevant professional development activities are
necessary for a teaching force to be effective (Craig et. al., 1998: 13). Adequate time and

3
resources are needed for programs in which staff members have a say in the content of
activities and in which new skills can be learned.

This kind of learning involve all teachers that take place most effectively at the school level, in
clusters of nearby schools working together, or sometimes in some more centralized settings as
strong follow-up and continuing support is available at the school or cluster level
(USAID/EQUIPI, 2004a).

The Government of Ethiopia has embarked on the implementation of CPD activities to upgrade
and update teachers‟ knowledge, skills, and values to alleviate problem related to the poor
education quality (MoE, 2009). A program of Continuous Professional Development (CPD) is
designed and is put into practice to enable teachers update themselves with new outlooks,
approaches and policy directions. Teachers' Professional Development is to be practiced at
school or at cluster center with the trust that teachers will embrace the concept of lifelong
learning for their own benefit and for the benefit of the pupils they teach and the communities
in which they live at large (MoE, 2005: 15).

Even though teachers CPD program has been given priority believing that is the right of
teachers as well as of a great value for national development, its effective implementation is
still not as intended due to different factors (MoE, 2009). According to the research done by
(MoE 2009); there were six major challenges identified:

1) Failure to synchronize the career structure and the CPD values and activities.
2) CPD facilitators' high turnover.
3) Time constraints on teachers as well as their school leaders.
4) CPD program's lagging behind its time and the tendency of rushing to cover the course.
5) Total absence or inadequacy of the minimum resources required to run CPD.
6) Lack of systematic collaboration and coordination between education bureaus and NGO's.
From then school understudy the researcher found two problems;
1) Assessing the most prevailing CPD activities in the school
2) Assessing challenges and problems in implementing CPD

Local research reports on CPD program implementation are insufficient. However, there are a

4
few on the positive effect of CPD on different school matters like student-teacher relationships,
sharing idea and experience among teachers, working in collaboration and the like (The
research done by Lem secondary school teachers, by chemistry department 2004).
The above Research shows that workshop/seminar methodology in CPD itself is ineffective.
The workshop method can only be effective if it is used as a part of a planned series of
activities or workshops linked together through specific tasks or activities. Used on its own, it
rarely leads to long term changes in teaching, or to a lasting impact in the classroom. A single
workshop is an ineffective, inefficient and costly investment of human and „fiscal resources‟
(Schwille, Leu, et al, 2005).

As a researcher, I got a good opportunity to work on Lem Secondary School teachers that runs
CPD program. Teachers I observed had varying activities and assumptions about CPD
program. Some of them viewed it negatively while others had positive feelings and some
others still had been indifferent. Some teachers were putting into practice as it is expected
while others were simply copying what some active teachers did. The differences among these
teachers‟ views have inspired the researcher to think of conducting this study. As a result I
decided to explore practices and challenges of teachers‟ continuous professional development
program in Lem Secondary School in Bole Sub-City.

Therefore, this study was designed to find out answers to the following key questions:

1) To what extent do Lem Secondary School Teachers engage in teachers‟ CPD

program activities?
2) What effects has the CPD program brought in teaching learning process?
3) To what extent do the school and stakeholders play their role of support in
the implementation of the program?
4) What are the major factors that contribute to and hold-back the
implementation of teachers‟ continuous professional development program in
Lem Secondary School?
5) What are the most prevailing CPD activities done in Lem Secondary School?

5
1.3 Objectives of the Study

The general objective of this study was to understand the practice and challenges of
continuous professional development program, the most prevailing CPD activities and
effects of CPD implementation in Lem Secondary School.
Specifically, the study attempts to:
1) Identify the most prevailing CPD activities in Lem Secondary School.
2) To assess the extent of teachers' involvement in CPD program activities;
3) Assess the effects that the CPD program brought in teaching process.

4) To identify the challenges and opportunities of implementing CPD program in

Lem Secondary School.

5) To identify to what extent the school and stakeholders play their role of support in
the implementation of the program.

1.4 significance of the study

Generally, the researcher believes that the significances of the study will be the following
:
This study is important because it may show the current status of CPD program so that
educational administrative bodies and others can take corrective measures to fill the gaps
and enhance the implementation of CPD program;

• Besides, It could examine strengths and weaknesses of school leading staff so that
the concerned bodies may take possible measures to tackle the limitations;

• It also helps to find out the constraints in implementing CPD program and then
suggest the possible solutions to alleviate the problems;

1.5 Delimitation of the Study

Schools are highly responsible for the effective implementation of CPD program.

6
Therefore, in most cases this study emphasizes on in-school factors such as school
context and practices of teachers, mentors facilities, school administrative bodies. It is
also confined only to CPD activities which are provided at school.

Thus, the study will be delimited to the investigation of the practice and challenges of
teachers' professional development program in Lem Secondary School (Grade 9 and 10).
The study was delimited to Lem Secondary School (Grade 9 and 10) so as to make it
more manageable. It was also the researcher's belief that this level is the base for
secondary education which requires greater effort of teachers and administrative bodies
to work on the improvement of student's achievement.

1.6 Limitations of the Study

It is clear that the result of a study would have been more valid, reliable and could be
generalized for the secondary schools if the data were obtained from the whole secondary
schools of Addis Ababa.

However, since this study was delimited only to one secondary school, because of
financial, time and resource constraints, the findings of the study may not be generalized
for the whole secondary schools in Addis Ababa.

7
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Models, Approaches and Policy Framework to CPD

2.1.1 Definition and Concepts

What is CPD?

CPD is a career-long process of improving knowledge, skills and attitudes, centred on the local
context and particularly classroom practice. The aim of Continuous Professional Development is
to improve the performance of teachers in the classroom in order to raise student achievement
and learning. More specifically, CPD signifies that 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; and in a wide range of activities,
formal and informal, that will bring about improvement of their own practice and the practice of
others.
In the Ethiopian context CPD can be explained using two Categories of gradual development -
updating and upgrading. 'Updating' is a continuous process in which every professional teacher
participates during their career as a teacher. It focuses on subject knowledge and pedagogy and
improves classroom practice. While, 'Upgrading' is the process by which teachers can choose to
participate in additional study outside their regular work as a teacher at appropriate times in their
career. For instance, convert a certificate to a diploma, a diploma to a first degree, or a first
degree to a master's degree.
2.1.2. The CPD Cycle
“The CPD Cycle is a carefully planned response to identified development needs”. The
following diagram shows the four main phases of the CPD Cycle – Analysing CPD Needs,
Planning CPD Needs, Doing CPD, and evaluating CPD.

8
Fig. 1 The CPD Cycle All CPD programmes will have the following two similar
characteristics. First, the programme will be carried out in order to address the learning or
development need of an individual, groups of individuals or an identified need of an institution.
Second, the need will have been identified by a process of needs analysis or review.

2.1.3. Approaches of CPD

Different literature reveals that there is no single best approach to professional development.
Rather, it is preferable for multiple approaches to be integrated with one another and address the
complex and dynamic characteristics of specific program contents and learner needs. Success
rests on finding the optimal combination of approaches for different situations.

Different authorities classify approaches of CPD in various ways using different terms.
Professional development opportunities can range from a single workshop to a semester-long
academic course, to services offered by different providers and varying widely with respect to the
philosophy, content, and format of the learning experiences.

According to Cochian-Smith and Lytle (2001), approaches to CPD can be divided into three
including 'knowledge for practice,' 'knowledge in practice', and 'knowledge of practice'. Another
authority, Gibb (2008), grouped approaches of CPD into three consisting of 'systematic training

9
strategy', 'performance orientation strategy' and 'continuous development strategy'.

With the same token, Gusky T. and Huberman M. (1995), listed four major approaches to
professional development.

> Workshop /Presentation foster acquisition of new skills and knowledge about a topic
through direct instruction and participatory activities.
> Observation /Feedback provide practitioners with data and feedback regarding their
performance.
> Inquiry /Research that requires practitioners to reflect upon their daily practices in a
systematic, intentional manner, overtime.
> Product /Program development engages practitioners in processes as curriculum
development, program enhancement, and program improvement.

According to these authors, workshops/presentation may be a first step in the professional

development process, particularly if the purpose is to raise awareness among participants
regarding new ideas or strategies. A workshop may be a vehicle for introducing practitioners to
other approaches to professional development, or it may be jumping off point for refining skills
or for further exploring other concepts. Another popularly adopted classification was
made by Ingvrson, 1988, as cited in Villegas-Reimers (2003). According to him, approaches to
professional development can be classified into two. These are, 'traditional system' and 'standard
base system.'

The traditional system is usually identified as in-service training.' It is designed and controlled
by employers. On the other hand, the latter on focuses on local needs, real needs, identified by
teachers (p. 16-17). Hence, the modern approaches to CPD pay particular attentions to local
needs.

2.1.4. Models of CPD

Even though, the professional development schools model has variations from setting to settings,
all of the models share common goal of producing professional development experiences for
both pre-service and in-service teachers in school settings (Frankes, et al., 1998, as cited in
Villegas-Reimer, 2003).

10
University school partnerships are networks that connect practitioners and institutions of higher
education (Miller 2001, cited in Villegas-Reimer, 2003). School networks bring teachers together
to address their problems they encountered in the work, and promote their own professional
development individually or in groups. Distance education is another organizational partnership
model. This involves different programs transmitted through different means such as radio,
television and electronic communications, written and recorded materials (Smith and Tilstone,
1998, cited in Villegas-Reimer, 2003).

Small group or individual models involve various alternative models including collegial
development, observation of excellent practices, portfolio, action research, mentoring, peer
observation, team teaching and the like. In Ethiopian context, the models that are adopted to be
employed in schools are both groups. But, in the document by MoE in 2009, the smaller
scale models have got due emphasis (MoE, 2009a). A brief discussion is made on some of these
models that are more exercised as follows:

2.1.4.1. Induction

Induction is a systematic organizational effort to assist personnel to adjust to new assignment

(Castetter, 1992). NQTs need a program structured support at the beginning of their teaching
careers to help them make the transition from student teachers to full members of the staff
school. Thus, it could be argued that induction is an intended activity to help beginners and/or
new staff so as to properly perform their duties.

Newly hired teachers need to understand how the system is functioning and how they fit into it.
NQTs face difficulties in understanding their responsibilities due to lack of information about the
schools‟ mission and its goals. According to David (2006), unless teachers get sufficient
information about their roles, responsibilities and other related issues, they will frustrate and may
leave the profession. Newly qualified teachers should not be placed to perform complex tasks.
To effect these, induction programs should be customized based on analysis of individual needs
to support new teachers from widely diverse backgrounds and experiences. According to MoE
(2003), the new CPD strategy provides a two year induction course which all NQTs must follow
and complete satisfactorily in order to gain their full license to be a junior teacher. The course

11
will be taken in school, while, NQTs are teaching for their first two years.

2.1.4.2. Mentoring/Coaching
Different sources indicate that using mentoring relationships to enhance professional
development is not a new idea. It dates back to Homer‟s Odyssy. Mentor was the teacher
entrusted by Odysseus to tutor his son, Telemachus (Robns, 1999; Christiansen, H. et al.,
1997). In a broad sense, mentoring can be defined as the establishment of personal relationship
for the progress of professional development (Rhodes, 2004). A mentor is an experienced person
who provides assistance to the professional development of employees (Potts, 1998: 50).
Bladford (2000), defined mentoring as a process offered by experienced staff to other
practitioner who needs to acquire professional skill, the experienced teacher is appointed as a
mentor to assist beginning/inexperienced teacher to adapt to the demands of a complex
professional of teaching.

Mentoring is a role which includes coaching, induction and counseling (Rhodes, 2004).
Mentoring can be carried either formally or informally. It can be performed as an element of
friendship, or in a highly structured way. Coaching, which is a component of mentoring, is an art
of facilitating the performance, learning and development of another.

Both coaching and mentoring involved activities that are closely associated with support of
individual development in his/her profession (Ibid). In recent years, the issues of mentoring
relationships have got popularity in many fields, particularly in education (Parsole, 1996: Mertz,
2004: 54). For example, (Mertz, 2004) described the extent to which mentoring has become very
important in many fields as follow:

“If the professional and popular literature is to be believed, mentoring is the cure
for a thousand ills, the sine qua non of personal development, professional
development, and career development not only does everyone who makes it have
a mentor but everyone who needs a mentor; first year teachers, welfare mothers
employees in need of remedial help, disadvantaged youth, student teachers, newly
assistant professors, prospective administrators, women, minorities and so on (p.
541). “

Thus, mentoring is an accepted and vital part of development process in any field at any level. A
mentor provides a new comer with support, problem solving, guidance and network of staff who

12
share resources, insight, practices and materials. Mentors are also expected to establish and apply
effective counseling skills (Bleach, 1999). Moreover, induction tutors, in their day to day work
with newly qualified teachers are expected to respect, encourage, motivate and understand them
to take increasing responsibility for their own development.

In relation to the preceding discussion, MoE (2007) identified duties and responsibilities of
mentors as; planning CPD program; providing professional and emotional supports; keeping
records (portfolio); and submitting assessment reports to school principals at the end of each
semester. Hence, the mentors are responsible to support individual teachers who are in need of
both technical and professional supports.

For mentoring to be successful, it should be free from compulsion and external pressure.
Mentoring activities are useful if they help newly qualified teachers to develop; if relationships
are cohesive and efforts are collaborative. Furthermore, the experiences of many countries reveal
that the quality of mentors affect the effectiveness of mentoring. Hence, mentors should be
skillful and knowledgeable, trained for a purpose, at ease and in confidence, good teacher, good
negotiators, knowledgeable and skillful in subject matter, and intelligent in policies and special
need education (Bleach, 1999; MoE, 2007).

Gilles and Wilson (2004) as quoted in Heirdsfield et al. (2008: 110) report that advantages for
mentors include a sense of satisfaction and self-worth, enjoyment in sharing expertise and
gaining new personal insights. Mentoring enhances the self image of mentors as they see
themselves as competent, helpful and having personal currency (Murphy, 1996 as cited in Ehrich
and Hansford, 1999: 1).

2.4.3. Portfolio
A professional development portfolio is a collection of materials made by a professional that
records and reflects on key events and processes in that professionals career (Day, H. 1992 cited
in Kydd, et al., 1996). Portfolio could embrace documents such as samples of students work,
schedules, tests, lesson plans and notes from parents (Tucker, et al., 2003: 574).

Portfolio can serve different purposes like assembling a career record, reflection on the past,
challenging oneself academically, celebrating achievement, planning for the future and so on

13
(Merryfield, et al., 1997; MoE, 2007; MoE, 2009a). Research conducted in many countries
revealed that well-organized portfolio has positive impacts on teachers‟ competence
development. For example, researches done in England and Finland show that well organized
portfolio has a potential of enabling teachers to be effective professionals (Bush, 1999; villegas-
Reimers, 2003).

Recognizing all these benefits, MoE, (2009a) emphasizes that schools are responsible for
mentoring and assessing the content of individual teachers‟ professional portfolio and providing
constructive feedback. The teachers‟ professional portfolio should be relevant in contents. For
instance, it should embrace individual CPD action plan, CPD activities, feedback from mentors/
facilitators, teachers‟ self-reflection on progress, annual appraisal reports and so on. Keeping
professional development portfolio can be one of the activities to be performed by participants,
in CPD program. This activity may benefit professionals to boost professional confidence,
prepare applications for new job and become effective (Day H. 1992 cited in Kydd, et al., and
1996).

2.1.4.4. Observation of Excellent Practice

The model provides teachers with opportunity to learn and reflect on the knowledge, skills and
attitudes that excellent teachers implement in the classroom. The observations of excellent
practices constitute part of a large professional development efforts as well as the care of the
professional development opportunity. Some countries sponsor teachers to spend a significant
number of weeks in the other countries observing excellent practices (e.g. United Kingdom and
Australia) (Villegas-Reimers, 2003).

2.1.4.5. Reflective Model

According to this model, the teacher pays attention to daily routine activities and the events of
regular day, and to reflect on their meaning and effectiveness. Authorities argue that reviewing
one‟s practice in order to improve the quality one‟s teaching is a professional obligation
(Villegas-Reimers, 2003).

14
2.1.4.6. Workshops, Seminars, Conferences and Courses
Workshops, Seminars, Conferences and Courses are included in “in-service staff training”;
which is the most traditional form of professional development. However, when they are
accompanied by other types of professional development opportunities, they can be quite
effective. Accordingly, expeirneces gained from different projects prepared in many countries
such as China, New Zealand and USA depict that the model contributes a lot to teachers
professional development (Zeegers, 1995; cutter and Ruopp, 1999; Papas et al., 1999 as cited in
Villegas-Reimers, 2003).

2.1.4.7. Clinical Supervision

Nowadays, clinical supervision is perceived as an effective model growth and development.

The most common ways of implementing clinical supervision is by including a pre

observation conference, an observation of classroom performance, the analysis of the data
collected during the observation, and a post-observation conference (Villegas-Reimers, 2003).
The experience of many countries such as Israel, Nigeria and United Kingdom show that the
model has positive impacts on teachers‟ professional development (Shaw, 1992; Gardner, 1995).

2.1.4.8. Co-operative or Collegial Development

The term co-operation can be understood as synonymous with „partnership‟ or „collaboration‟.

Many terms such as interaction research and development, clinical inquiry, collaborative staff
development, collaborative action research might be described as cooperative or collegial
development (Chritiansen, et al., 1997; Hookey, et al., 1994). According to collegial
development model, teachers‟ professional development can be ensured through professional
dialogues, peer supervision, peer coaching and collaborative action research (Villegas-Riemers,
2003).

Co-operative model is promoted for having a great potential to enhance teachers‟ performance
and student achievement (Contey et al., 2004: 663). For example, researches conducted in Japan,
Colombia, UK, and Spain found out that the co-operative or collegial development model

15
contributes a lot to the development of teachers‟ knowledge, skills and attitudes (Villegas-
Riemers, 2003; Gray, 2005). Thus, currently the model is seen as „pivotal to current orthodoxies
of change‟ and is commonly promoted as a means of improving the quality of schooling
Obsborn, et al., 2006: 86).

However, some antecedent conditions are required in order to use this model effectively. The
effectiveness of the model needs collaborative work condition, administrative support system,
sufficient time for teachers, training on the model, motivating work characteristics, etc (Conley,
2004: 66; Villegas-Riemers, 2004: 99).

2.1.4.9. Action Research

Different scholars viewed action research from different prospective. According to Gay and
Airasian (2000) action research is a form of collective self reflection enquiry undertaken by
participants in social situations in order to improve the rationality and justice of their
understanding of the practices and the situations in which the practices are carried out.

With the same token, O‟Hanlon (1996), as cited in Villegas-Reimers, indicated three reasons why
action research is effective for teachers‟ professional development. These are, it allows teachers
to investigate their own world; it is aimed at the improvement of teaching and learning in
schools; and it leads to deliberate and planned action to improve conditions for teaching and
learning.

ICDR (1998) also viewed action research as “…a small-scale intervention in the function of the
real world and close examination of the effects of such interventions.” This entails that it is the
process by which the researcher involves in function of real world in order to understanding the
function of the real world.

Action research can be done by individual or small group of teachers. However, findings of
researches reveal that collaborative action research contribute more to effective professional
development (Day, 1998). On the other hand, literature indicates that teachers do not get
involved in action research in many cases. As Hancock (2001) summarizes the challenges that

16
prevent teachers from conducting action research as: lack of expectations, lack of time and
energy due to heavy work load, lack of professional confidence, and the mismatch between many
available research methodologies and teachers professional ways of working
in classrooms. Thus many inhibiting factors need to be addressed so as to enable teachers
conduct action researches.

2.2. The National CPD Framework of Ethiopia and Its Objectives

The EFDRE ministry of education launched Teacher Development Program during ESDP III in
order to improve teacher qualifications and professional development. The plan covered the
period 2004/05-2006/07 and was later on extended through the year 2007/08. Amongst the major
achievements of this program is the Continuing Professional Development (CPD) for teachers
which was introduced in most schools, employing weekly sessions, drawing on either school
based, cluster or district-level expertise.

Ethiopia has adopted a new Framework for Continuous Professional Development. (CPD) called
„Continuous Professional Development for Primary and Secondary Teachers, Leaders and
Supervisors in Ethiopia, The Framework‟. This new Framework means that CPD is based more on
schools and teachers – it is more locally based. The overall aim of “Continuous Professional
Development for Primary and Secondary School Teachers, Leader and Supervisors in Ethiopia –
The Framework” is to raise the achievement of students in Ethiopian schools. The objective of
the Framework and the accompanying Toolkit is to provide teachers throughout Ethiopia with a
clear structure and rationale for Continuous Professional Development. It is based on the best
national and international practice and designed to function in the Ethiopian context.

As a result of the implementation of this framework, all school teachers, leaders and supervisors,
in all regions of Ethiopia, will be participating in high quality and appropriate CPD, which
impacts upon classroom practice to ensure improved student learning and achievement. This is
achieved by a needs-based programme of activities which allows all teachers to improve their
knowledge, skills and attitudes in order that they become more effective classroom practitioners
and contribute positively to community development. The

17
framework is supported by other documents produced at MoE level. The first of these,
“Continuous Professional Development for Primary and Secondary School Teachers, Leaders and
Supervisors in Ethiopia – The Practical Toolkit” explains how to apply the new CPD Framework
for teachers in schools. The document is referred to in the Framework. For strengthening
teachers‟ and leaders‟ development in ESDP IV the Federal Ministry of Education of Ethiopia
has planned to undertake different activities which will support the improvement of in-service
training, while work will be undertaken on the career structure and implementation of licensing
and re-licensing of teachers. In connection with this, with regard to sustaining continuous
professional development, all schools will implement a school and need based CPD program
(specific to content and subject matter methodology), while all teachers at all levels will be
required to fully implement active learning and continuous assessment. As a result the ministry
set Strategies and component activities for enhancing the provision of continuing professional
development at the school level and Training teachers in education in emergency through
module in the CPD modules. With this regard the ministry set targets where 100% of teachers at
all levels will have participated in a full course of CPD by 2014/15 and increase the number of
teachers who have skill and knowledge of handling stressed and distressed/ psychologically
traumatized/ children during emergencies.

2.2.1. A Principles and Characteristics of Effective CPD in Ethiopia

The dynamic evolution of science, technology, cultures and school system makes it necessary
for the basic training of teachers to be complemented by further training. In the view of West
(1989), the principles of staff development are: staff must see themselves as owners of the
program, it must suit all staffs, it must be rooted in the organizations culture and it should be
based on need assessment.
The web site Teaching expertise (http://www.teachingexpertise.com), look at the principles
of professional development such that it should be based on:
• Fairness in selecting beneficiaries and giving equal chance for all staff
• Based upon rigorous and continuous analysis of professional learning needs.
• Be part of school's overall strategy and self evaluation.
• Subject to review.
• Critically examination all evidences, including any unexpected evidence for

18
 unintended outcomes, and

• Evaluation of impact

The principles of professional development which help as a guidance reflect the main
characteristics of professional teachers and are based on the societal requirements, that is to say
that, they are based on the socio-economic and cultural development and the society.
Hence, (MoE; 1994) noted that the professional requirements rely on creativity; knowledge and
skill; collaboration and cooperation among colleagues and its positive attitude towards the need
of the society. Authorities in the field argue that CPD contributes a lot in creating effective
educational organization, and in raising the standards of learner‟s achievement. However, the
quality of professional development matters its potential to place positive impact to the desired
level (MoE, 2009a; Villegas-Reimers, 2000; Borko, 2004; Desimose, et al., 2006).

Studies which were carried out in different countries have shown that high-quality professional
development has distinctive features. Accordingly, effective professional developments are
characterized by: longer contact hours; activities sustained over longer period of time;
participation of teachers from the same grade, school, or subjects; active learning opportunities; a
focus on the subject matter content (Desimone, 2006).

Effective continuous professional development (CPD) emphasizes strategies that gear towards
subject matter content and how children learn that content in order to make teaching and learning
effective (Cororan, 1995; Desimone, et al., 2006). In addition to the preceding features, high
quality teachers‟ CPD could be characterized by: it is integrated into the work of the teacher; it
is founded on classroom practices; it promotes active learning, involvement and collaborative
work system; and it focuses on local educational leadership (MoE, 2009a; Villegas-Reimers,
2003; Fullan and Hahreaves, 1992). The above discussions show that, effective CPD places
emphasis on local contexts to bring about real change on students‟ achievement.

2.2.2. Application of CPD in Ethiopia

It follows that the commitment of an individual teacher to their own CPD is essential. The
„National Framework for Professional Competencies of Teachers‟ clearly sets out the core

19
competencies that all Ethiopian teachers need in order to progress through the professional career
ladder. As stated in the „National Framework for Professional Competencies of
Teachers', the following five Professional Competencies taken together represent the role of the
Ethiopian teacher.
1. Facilitating Student learning outlines how teachers plan, develop, manage and apply a
variety of teaching strategies to support quality student learning.
2. Assessing and reporting student learning outcomes describes how teachers monitor,
assess record and report student learning outcomes.
3. Engaging in Continuous Professional Development describes how teachers manage
their own professional development and contribute to the professional development of
their colleagues.
4. Mastery of Education and Training Policy (ETP), curriculum and other programme
development initiatives describes how teachers develop and apply an understanding ETP
to contribute to curriculum and/or other programme development initiatives.
5. Forming partnerships with the school community describes how teachers build,
facilitate and maintain working relationships with students, colleagues, parents and other
care givers to enhance student learning.
Moreover, The School Improvement Programme starts with the process of self assessment and
the setting up of a School Improvement Committee. After all stakeholders have been consulted,
School Improvement Plans are written. The School Improvement Programme in Ethiopia is
divided into four domains:
1. Learning and Teaching
2. Student Environment
3. Leadership and Management
4. Community Involvement
Each school is expected to identify its own priorities for improvement in these domains, and
these will form the basis of its School Improvement Plan. These priorities will almost
certainly include the need for continuous professional development, either at classroom or
leadership level.

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2.2.3. Factors affecting implementations of CPD

Authorities categorize these factors in different ways. For instance, Kawokman (2003), as cited
Wan and Lan, (2010), grouped these factors into three: personal factors such as professional
attitudes, appraisal of feasibility, loss personal accomplishment etc; task factors including
pressure of work, emotional demands, job variety and autonomy; and work environments such as
management support, collegial support and intentional learning support. Furthermore, Marezely
(1996) indicated that teachers continuous professional development can be affected by the
combination of organizational and personal factors.

Sufficient time is required for CPD of teachers to do their activities with mentor or coach and
colleagues. Time can be considered as the factor that dominates other factors affecting CPD
activities. In many countries, researches indicate that „the greatest challenge to implementing
effective CPD is lack of time (Wan and Lan, 2010; Little, 1992). In allotting time for CPD,
countries have different experiences. In some countries, (e.g. China, USA) teachers spend 30 to
40 percent of their day out of the classroom or in performing CPD activities (Villegas-Reimer,
2003). Document prepared by MoE indicates that it is mandatory for teachers to engage in CPD
program using „CPD days‟. The days allotted only for CPD program, and the time to be covered
in these days covers sixty hours in a year (MoE, 2009a). However, as compared to the
experiences of other countries the allotted time for CPD activities is insufficient.Finance
contributes a great role in the implementation of teachers CPD. Yet, the experiences of different
countries show that one of the major factors inhibiting professional development in schools is
insufficiency of funds. Even in some developed countries like China, USA and others,
researchers found out that the budget allocated for teachers‟ CPD is usually „quite low‟ (Bush,
1999; Wan and Lan, 2010).

21
 CHAPTER THREE
DATA AND METHODOLOGY

3.1 Data Sources

Data were collected from school principals and secondary school teachers of the study site for the
simple reason that they can provide relevant information to understand the problem under study.
In addition to this, various recorded documents with respect to CPD activities were used as
secondary sources (Results of grade 10 students in Lem Secondary School).

3.1.1 Samples and Sampling Procedures

The teachers, and school principals of Lem Secondary school were the population of this study.
This is because the researcher believed that, these members of the school community can provide
relevant information to understand the problem under consideration.

In the selection of sample population, the research employed all procedures appropriate to get
representative samples. In the special woreda under discussion, there was one secondary
governmental school and 39 teachers.

The school principals were few in number when compared to teachers and because of their
typicality and managerial responsibility; availability sampling was employed for the study.

Sampling in qualitative research is conceptually different from that of quantitative research. So

the research is not sampling for representativeness of generalization on the base of probabilistic
procedures. Rather sampling was purposely done using snowball strategy. Snowball sampling
involves asking a number of people about the concerned issue and locating information rich
informants (Pattron, 1987 and Teshome, 1998). Therefore, in order to get the right informant the
researcher conducted and discussed with different teachers from the school and selected those
who have good knowledge about the issue under study as a source of data.

22
To select the sample school, teachers, and principals the researcher, were employed the
following sampling procedures.

1) Lem secondary: From aforementioned Lem-secondary school 10 teachers were

chosen by using purposive sampling technique.
2) Principals: to obtain relevant data 1 principal and 1 cluster supervisor in the sampled
secondary school was selected by the availability sampling because of the role in
supporting, monitoring and also practicing CPD activities in the respective secondary
school.

3.1.2 Methods of Data Collection

The intended information for this study has been acquired through interview and document
analysis. As Hitchcock and Hughes (1995; 35) have argued “qualitative case study evaluation
collect data from person interview, direct observation and written documents”. But I didn‟t use a
direct observation due to lack of time and structured evaluation check lists for observation.

Interview

In qualitative case study, interviewing is the major source of data needed for understanding the
phenomenon under case (Cohen et at 2002) stated that this live form of data collection involves
recording data as the interview takes place or shortly afterwards. This interview was undertaken
in the form of person to person encounter; using structured and open-ended questions, enabling
respondents to address matter in their own terms and words.

The researcher conducted structured interview with ten teachers, one supervisor and one
principal. This type of data collection instrument was used to collect verbally in face-to-face
situation so that the researcher can understand the feelings and what was in or on the respondent
mind (Best and Khan, 2002).

All the interviews were conducted in English because all the respondents can understand the
questions effectively.

23
Document Analysis

The other techniques of data collection that the researcher employed was analysis of documents
related to CPD activities and Grade 10 students result in Lem Secondary School. As stated by
Best and Kahn (1993), documentary sources are one of the data collection instruments of
qualitative case style, so the researcher utilize it for cross checking what were in the document
with what is practiced in the real context regarding CPD in Lem Secondary School. So the
document analyzed is used to cross check the correspondence between what respondents say
what they practically do.

3.1.3 Procedures for Data Collection

First, manuscript of the questionnaire and the interview were checked and the relevance of their
content was commented by the thesis advisor. Based on the significant suggestions, constructive
comments were forwarded; valuable items were added and irrelevant items were rejected. The
correct and modified questionnaires were distributed for pilot studying to five experienced
teachers at Lem-secondary school and the researcher got a feedback and
corrected the questions to fit with a real environment of the school under study before
distributing for the final research.

The researcher used the same school for pilot and final study. He avoided ambiguities or
misleading questions. That is, the pilot study helped the researcher to take corrective measure
before the final study was made on content, wording, format and sequence.

Based on this, the prepared questionnaires were distributed to principal, supervisor and 10
teachers of Lem secondary school. Finally, document analysis is made to get more data and to
cross-check information gathered.

3.2 Methods of Data Analysis

The methodology of a research study emerges out of the nature of the problem and purpose of the
study. Thus, a descriptive survey method is selected to be used for this study. The purpose of this
study is to obtain reliable and relevant information from various groups on the current practice
and challenges of the issue under study. In this regard, Koul (1966) stated that descriptive

24
method helps to have general understanding of the problem by studying the current status, nature
of the prevailing conditions and trends through relevant and precise information. Hence, on the
basis of this argument it is assumed that the problems were approached by using descriptive
survey method.

Data analysis refers to the systematic examination of a collection of information. The

examination can answer a question search for a pattern or otherwise makes some sense out of the
information (Dunn, 2001). It is a complex process that involves moving backward and forth
between concrete information of data and abstract concepts between inductive and deductive
reasoning (Merriam, 1998). Qualitative data analysis involves the identification,
examination, and interpretation of patterns and these in textual data and determines how these
patterns and themes help answer the research questions at hand.

Qualitative analysis is (NSF, 1997);

- not guided by universal rules
- is a very fluid process that is highly dependent on the evaluator and the context of the
study
- likely to change and adapt as the study evolves and the data emerges.
Therefore, this section will provide a loosely structured guide for the steps you should take
when analyzing qualitative data.
It is important to note that qualitative data analysis is an ongoing, fluid, and cyclical process that
happens throughout the data collection stage of your evaluation project and carries over to the
data entry and analysis stages. Although the steps listed below are somewhat sequential they do
not always (and sometimes should not) happen in isolation of each other. As you move between
and within the steps of analysis it is important to always keep some, guiding questions in mind
that will help you reflect back on the study‟s purpose, research questions, and potential.
In this study the researcher used a single case analysis strategy were the researcher made a
comprehensive analysis of the case. And the researcher used catagorial aggregation and seeks a
collection of instance from the data, hoping that issues or relevant meanings will emerge.

25
3.2.2 Ethical Concerns

There are several ethical issues that must be considered when designing research that will utilize
participants who are human beings.
The primary concern of the investigator should be the safety of the research participant. This is
accomplished by carefully considering the risk/benefit ratio, using all available information to
make an appropriate assessment and continually monitoring the research as it proceeds.

The scientific investigator must obtain informed consent from each research participant. This
should be obtained in writing (although oral consents are sometimes acceptable) after the
participant has had the opportunity to carefully consider the risks and benefits and to ask any
pertinent questions. Informed consent should be seen as an ongoing process, not a singular event
or a mere formality.

The investigator must enumerate how privacy and confidentiality concerns will be approached.
Researchers must be sensitive to not only how information is protected from unauthorized
observation, but also if and how participants are to be notified of any unforeseen findings from
the research that they may or may not want to know.

In addition, before enrolling participants in an experimental trial, the investigator should be in a

state of “equipoise,” that is, if a new intervention is being tested against the currently accepted
treatment, the investigator should be genuinely uncertain which approach is superior. In other
words, a true null hypothesis should exist at the onset regarding the outcome of the trial.

A formal letter was written by Addis Ababa University curriculum and teachers professional
development studies department to study area, and then I communicated the school director and
responsible persons to conduct the study. Before administering the questioner, consent is obtain
from the study participants by informing data collected from them is confidential and useful to
change the situation of CPD implementation problem. The confidentiality is assured by excluding
their name and not to participate or withdraw at any point from the study is respected.

26
 CHAPTER FOUR
RESULT AND DISCUSSION
4.1 Context of the Study
Lem secondary school is one of four secondary schools and two preparatory schools found in
Bole –sub city .This secondary school was established in 1992 E.C on 20sq.km and started
running with 926 students and 9 class rooms and 20 teachers. At this moment school has 1617
students, 32 learning class rooms 39 teachers and 28 administration personals, with the total of
67 employees, it is successfully carrying out the teaching-learning activity.

4.2 Data Analysis

In this section, the researcher tried to describe each case by analyzing the data obtained from the
research participants. Pseudonyms or fictitious names are used in the report to make the
respondents free and to avoid any discomfort assonated with the study.

Teachers should get professional development opportunities. The concept of development

connotes improvement, more accomplishment and more effectiveness. In this respect it is
different from training development which implies awareness. understanding through
observation and listening. Development includes reflecting on and questioning old practices
(Attwood and dimmock, 1996:122) preserves‟ training in not sufficient. Thus, newly qualified
teachers (NQTs) should get the opportunities for development. Induction is an important aspect
of teachers‟ professional development .A properly inducted teacher is likely to get the teaching
profession enjoyable and is likely to grow successful in his/her career. Induction is formal
contact and receipt of training by the employee (potts 1998:180) properly planned
and delivered induction guarantees quality socializes and integrates the professional to the
staff and helps the education system to retain the teacher.

The researcher took only 12 samples from the total of 39 population of which 36 are teachers, 1
supervisor, 1 principal and 1 director. The researcher analyzed the responses of the respondents
according to their service years which ranged from five to ten years. Among the respondents four
of them served for five years, two of them have seven years of service, three of them have eight
years service and only one of respondents have ten years of service. All the respondents claim

27
that they all have taken training on the CPD implementation but varying views or out looks on
the program.

4.2.1 Teachers’ Responses on Training interest and Degree of Participation in the

Implementation of CPD
Abebe, Bekele, Atamo and Ayele have all five years of service and all are first degree holders.
According to these teachers they all said that they participated or took training regarding the
CPD program. They agreed that all teachers didn’t t participate in the CPD actively this
indirectly shows that there is no proper follow ups from the principals and supervisors. Abebe
responded that the CPD program helped him to improve class room management which helped to
improve students performances. Ayele on his part said that this program helped him greatly in
improving teachers teaching strategies.

Both Kidist and Hagos have taught in Lem Secondary School for seven years and are pioneer
degree holders. They both claimed to have taken training on CPD program. However, they
stressed that all teachers didn‟t participate in CPD implementation equally and actively.
Especially, Kidist complained that she had no positive feeling toward the CPD program and said
that the program didn‟t satisfy teachers teaching interest because mostly there is no incentives .
Hagos, on his part, said that they are received less support from the principals consequently, cpd
didn't bring significant changes to improve students' achievements.

Chala, Lalise and Bona have served in Lem Secondary School for eight years and are degree
holders. They said that they have taken training on how to implement CPD. Chala said that all the
teachers participated actively while Lelise said that she had no idea of involvements on CPD
implementation program. Chala and Lalise have a positive feeling on cpd but Bona said that she
had no positive feeling regarding CPD program. They said that the program brought much lesser
change as they lacked incentives to increase their motivation and received less support from
concerned bodies. Mohamed was the only respondent with ten years of service in the same
school who also said that he has tremendously enjoyed training on CPD program. He said that
all teachers involved in CPD and improved their teaching strategies. However, he didn't hide that
there is lack of cooperation and low motivation from his colleagues.

28
4.2.2 Effects of the CPD on Students Achievement and Needs of Teachers

Regarding students' achievement and teacher satisfaction, Kidist said that it didn't meet the
teachers' interest while Atamo said that discipline of students improved less. Bekele on his part
said that he witnessed average change on students' behavior. Mohammed responded that there is a
change on students' achievement but not fully satisfied with the CPD programmed due to
different factors, such as behavior of students, lack of time and lack of incentives.

From the responses of these respondents it can be determined that the implementation of the
CPD program helped them in improving students results, behavior and achievement in teaching
learning environment. This is also true according to the studies done on this area. Effective
continuous professional development (CPD) gear forward subject matter content and how
children learn that content in order to make teaching and learning effective

(Cororan, 1995, Desimone, etal 2006) in addition to the preceding features, high quality teachers
CPD could be characterized by its integration into the work of the teacher, classroom practices,
promotion of active learning, involvement and collaborative work system and it focuses on local
educational leadership (MoE,2009a; Villegas Reimers 2003; Fullan and Hahreaves, 1992).
According to the above scholars and teacher at lem secondary school respondents effective CPD
implementation can bring about real changes on students behavior by decreasing late comers,
absentees’ and behavior of teachers .

4.2.3 The effect of the Implementation CPD on the Practice of Teaching and in Meeting the
Needs of Teachers
Most of participant teachers and education officers think that teachers gain a lot by working and
learning together. Most teachers have observed each other while teaching. This is often done as
an exercise during the CPD course though only a small number of the teachers see observing
each other as an integral part of their jobs. Giving and receiving feedback about teaching as a
regular activity is only done by a few of the teachers. The challenge for new CPD initiative will
be to increase within school teams the willingness and skills to give and receive feedback as part
of their professional exercise.

29
All teachers have portfolio. However, in lem secondary school there is significantly much less
sharing of information about the principles and practices of the portfolio. The portfolio’s
purpose is seen by teachers as a form of assessment for improving their teaching practice. This
can be a reason that, many teacher copy from each other (Source: participant teachers).
• The only feedback principals and supervisors have given to teachers is signing
that the portfolio is done.
• The activities most mentioned in the portfolio are continues assessment, applying
active learning and doing action research.
• There is lack of information about the format and the purpose of the portfolio at all
levels. Because of that there is no uniformity

4.2.3.1 Regarding Applying Active Learning Methods

Teachers said that they use a wide variety of active learning methods. Most participant teachers
responded that the CPD course has a positive effect on a number of teaching skills. But during
the classroom observation most of the teaching methods were not applied as the participant
teachers responded (Source: principal).

Apart from active learning other teaching skills are acquired by CPD. The most important ones
named by teachers are sharing experience, solving problems by action research and handling
different level of students working together as a team and applying continuous assessment.

4.2.3.2 Administrative and Content Constraints for Implementing CPD

The main administrative constraints for CPD as seen by teachers are the lack of trained
facilitators and the extra work load because of CPD. Teachers see this as a severe problem while
the administrative bodies see teacher‟s lack of motivation as the main problem. What mentioned
mainly by secondary school teachers is the redundancy of CPD content and there no clear
guidelines for different aspects. Not enough support was provided for the staff and lack of budget
to provide training.

30
4.2.3.3 Responses of Principal and Supervisor about CPD in the School

The evaluation of CPD made clear that teachers were not satisfied with it .They think that they
spent too much time without having the experience it helped them in their professional
development. The administrative bodies think a lack of motivation is the main challenge in
the implementation process. The school's choice of the CPD content will be based on analyzing
the learning needs of the teachers

4.2.3.4 Continue and Strengthen the Good Effects of CPD (such as Learning
Together and Doing Action Research)

Learning together was valued high by the teachers .while the challenge is to create a climate
between teachers in which giving and receiving feedback is perceived as an important still of the
teaching profession. For that purpose it will be very effective to continue with organizing sharing
experience sessions in schools and interschool visits(cpd manual in lem secondary school ).

4.2.3.5 Training Program for Teachers, Principal and Supervisor

One of the main constraints of the education officers is the lack of knowledge about CPD. The
need for training is particularly needed when new initiatives for CPD implementation are
developed. The content of the training could be topics like clarification of the back ground of new
initiatives for CPD. The principal and supervisors see getting more training about CPD as the
highest priority. The role of principal is crucial in the implementation process. This together with
the supervisor having a good awareness about CPD is crucial for a successful
implementation(.cpd manual in lem secondary school ).Teachers see the lack of trained
facilitators as the main challenge of CPD. Giving training to the facilitators is one way to solve
this challenge and it could be very helpful if supervisor could give training facilitators.
4.2.4 A Major Holdbacks on the CPD Responded by Respondents

Major holdbacks mentioned by the respondents included support from the principals and
supervisor, less motivation because of lack of incentives and shortage of budget. All the
respondents highly shared that there is more hardly any support from stake holders like
supervisors and directors. Especially Lelise said that there is no enough budget to support this

31
programmed. Ayele on his part strongly complained that there are no follow ups from the stake
holders.

4.2.5 Analysis of E.G.S.L.C Result of Lem Secondary School

4.2.5.1 Grade 10 Students E.G.S.L.C Result Analysis of 1996, 1997, 1998 and 1999

In this section the researcher analysed the result of Lem secondary school grade 10 students,
EGSLC results of four consecutive years, 1996, 1997, 1998 and 1999. This analysis was done
based on the statistics obtained from the school and includes total number of students sat on

exam, number of students joined preparatory and number students scored 4.00 to compare and
contrast results of students before and after implementation of cpd.

In 1996 this school years the total number of students sat on grade 10 national exam is 1507
from which 721 are male and 786 are female. From the given total number of students 359

male students and 357 female students promoted to preparatory school but none of the scored

4.00 in this year.

In 1997 academic year, 1213 students 559 male and 654 female sat for E.G.S.L.C exam.

In the same year, 280 male students and 244 female students promoted to preparatory from

which 5 mall Students and 1 female student scored 4.00.In 1998 this year 1292 students (572
male and 720 female) sat on exam, 274 male students and 151 female students joined
(promoted) to preparatory which 5 male students and 2 female students scored 4.00
point.

In 1999, a total of 491 of which 221 male students and 270 female students sat on grade 10
national exam. From this total number of students, 62 male students and 59 female students
promoted to preparatory school thus, 8 male students and 1 female student scored 4.00 point.
Generally, from the analysis of the result of grade 10 students a few number of them scored a
good result which is before implementing CPD in the school.

32
 4.2.5.2 Grade 10 Students E.G.S.L.C Result Analysis of 2001, 2002, 2003 and 2004

The following result analysis was for grade 10 student result from year 2001 to 2004. It was
analyzed into the following categories: number of students promoted to preparatory, number of
students scored above two (2.00) and number of students scored four (4.00) into male and
females.

In 2001 the total number of students sat for grade ten exam (E.G.S.L.C) was 673 of which 302
female and 371 male. From this total number of students 97 female and 108 male total of 205
students joined preparatory school and 378 students scored 2.00 and above from which 182 were
female and 196 were male. In the same year the numbers of students scored 4.00 were eight
males.

In 2002, a total of 573 students (285 male and 288 female) sat on exam. From this, 178 (86 Male
and 92 female) promoted to preparatory, 329 (191 male and 138 female) scored 2.00 And above
and 13 (10 male and 3 female) scored 4.00. In 2003 academic year, a total of 511 students (231
male and 280 female) sat on E.S.G.L.C. From this, total number of students 300 students (113
male and 187 female) promoted to Preparatory school; 335 students (168 male and 167 female)
scored 2.00 and above and 17 Students (15 male and 2 female) scored 4.00

In 2004, academic year 549 students (242 male and 307 female) sat on exam. From this total
number of students sat on E.S.G.L.C at this school 418 students (210 male and 208 female)
scored 2.00 and above and nineteen students (13 male and 6 female) scored 4.00.

4.2.6 Comparative Analysis of Grade 10 Students Results before and after

the Implementation of CPD Program
Among the objectives of the CPD program implementation improving students result is one and
the most this is because in teaching learning environment there are three main bodies, the school,
the teacher and learner. Among these three organs the learner is the Celine input to bring about
change which is behavioral. If the result of the learner didn’t improve indirectly it means that the
ultimate objective didn’t achieve. There are several strategies to improve students results like
giving continues assessment, tutorial on different topics and motivating the learner are some of

33
the strategies being used. The comparative analysis was made because the cpd program training
we took in the school were:- class room management, continues assessment, ict, English
language and research etc.so the above training programs have direct relation with exam
achievement of students.

Table 1: Students EGSLC from 1996 – 2004 (Excluding 2000 because of unavailable data)

Year Student Sat for Student Scored 2.00 & above Student Scored below 2.00
EGSLC
Male Female Total Male Female Total % Male Female Total %

1996 721 786 1507 359 357 716 53.8 257 303 560 46.2
1997 559 654 1213 302 351 653 35.86 303 457 760 64.14
1998 572 720 1292 306 210 516 40 266 510 776 60
1999 221 270 491 73 91 164 33.4 148 178 327 66.6
Total 2073 2430 4503 1040 1009 2049 45.5 974 1448 2423 54.5

2001 371 302 673 182 196 378 56.2 189 106 295 43.8
2002 285 288 573 191 138 329 57.4 94 150 244 42.6
2003 231 280 511 168 167 335 74.4 63 113 176 25.6
2004 242 307 549 210 208 418 76 37 94 131 43.1
Total 1129 1177 2306 751 709 1460 63.31 383 463 846 36.69

Grand 3202 3607 6809 1791 1718 3509 51.53 1357 1911 3269 48.47
Total

The researches obtained grade 10 students results of Lem Secondary School before the
Implementation of the CPD program and after the implementation. Thus, the results are sorted
on male and female who joined the preparatory school or scored passing point the years are
1996,1997,1998,1999 which are before the implementation and 2001,2002,2003 and 2004
which are after the implementation.

In 1996-1999, a total of 2073 male students and 2430 female students sat for grade 10 national
exam in total 4503 students sat for the exam from which 2049 students scored 2.00 and above

34
which was 45.5% of the total (Table 2).

When I come to post CPD program implementation or in the years 2001, 2002, 2003 and 2004
the total of 2306 students sat on grade 10 national exam at Lem Secondary School from which
1812 students scored 2.00 and above (63.31% of the total). From this, we can conclude that there
was a radical change in students EGSLC result after implementation of the CPD program.

Therefore, when we consider the deference of students‟ marks pre implementation of the CPD and
post implementation of the CPD. Thus, this a radical change or increment in students joining
Preparatory classes or scoring passing point. Thus, this highly proved that the CPD being
Implemented is becoming fruitful, especially in increasing or improving students result in this
Lem Secondary School.

35
 CHAPTER FIVE

SUMMARY, CONCLUSION AND IMPLICATION

This chapter contains three sub sections: summary, conclusion and implication. The first
sub section deals with summary and the major findings of the study and the next part presented
conclusion drawn from the findings. The last part presents alternative solutions implicated so as
to alleviate the problems encountered in the course of implementing CPD program by teachers,
supervisor and principal.

5.1. Summary of Data Analysis

The main purpose of this study was to examine the roles and responsibility of teachers, principal
and supervisor in implementing CPD program in Lem Secondary School. To this end the specific
objectives set for the study were:
1. Identifying the most prevailing CPD activities in Lem Secondary School

2. Exploring the degree of teachers involvement in CPD implementing program

activities

3. Assessing the effects that the CPD program brought in teaching process

4. To identify the challenges and opportunities of implementing CPD program in Lem

Secondary School

In the process of addressing the above objectives the following basic questions were raised and
responded in the course of study:
1. To what extent do Lem Secondary School teachers engaged in teachers‟ CPD
program activities?
2. What effects has the CPD program brought in teaching learning process?
3. To what extent do the school and stakeholders play the role of support in the
implementation of CPD program?
4. What are the major factors contribute to and hold back the implementation of TCPD
program in Lem secondary School?

To answer these basic questions descriptive study was employed. To this effect, interview and

36
Document analysis were used as instruments during data collection. The study was carried out in
one governmental secondary school of Addis Ababa city administration, Bole sub – city
woreda 14 in the case of Lem Secondary school.

The subjects of the study involved ten teachers, one principal and one supervisor to gather
qualitative data. All the interviewers responded the interview questions they interviewed for the
researcher. Therefore, the total subjects of the study where 12 (of which 8 male teachers,

2 female teachers, 1 male supervisor and 1 male principal).

The data was collected from the above groups through interview. The data collected were
analyzed using verbal method. Based on the data collected and analysis done the following main
findings were summarized as follows:
1. The portions of female interviewed teachers were very low. This was due to the fact that
the number of female teachers in secondary school was lower than the number of male
teachers. All the interviewed teachers were first degree holders.
2. Most of the interviewed teachers responded that they have positive perception, took
training and involved in induction, class room management and portfolio preparation in
the school.
3. Most of the interviewed teachers responded that CPD program implementation and
engagement of the teachers in Lem Secondary School was not satisfactory.
4. Almost all of the teachers responded that there was lack of support, lack of budget and
lack of time in implementing CPD.
5. Finally, the major factors that contributed to hold back the implementation of TCPD
program in Lem Secondary School includes: teachers unequally motivated in carrying
out the CPD program, lack of active learning and lack of action research in Lem
secondary school.
6. From the comparative analysis of grade 10 students results before and after the
implementation of CPD program the study found out that there was a radical change or
increment on students joining preparatory classes or scoring passing point. Thus, this
highly proved result is because of implementing CPD in Lem Secondary School.

37
5.2. Conclusion

Based on the summary of the major findings the following conclusions were drawn:
1. Due to some constraints the research is limited to only Lem Secondary School and small
member of teachers or respondents. However, this CPD program is a program being
implemented in every school found in Ethiopia and believed to bring about education
quality in improving the teaching learning methods, students‟ behavior, result and
cooperation in all teachers and school community concerned in the teaching learning
profession.

2. In spite of the above mentioned values of the CPD program, various hold backs have
been noticed. The hold backs such as lack of motivation by the teachers, insufficient
training, less budget allocation, unsatisfactory support from principals and supervisors,
shortage of CPD materials, lack of on time follow-ups and unwillingness
of playing their roles by all the concerned bodies in this teaching and learning
profession.

3. Consistent evaluation and provision of on time can narrow the gap between what has
been achieved and what has not been accomplished as intended and remedies to be taken
in the future. However the study showed that principal evaluation system was
inconsistent. Additionally, principal did not provide timely feedback for teachers
regarding evaluation of CPD implementation.

4. Lack of motivation could be aroused from absence or in adequacy of incentives. Due to

this the commitment of principal, teachers and supervisor was not promising. In the CPD
program principal, teachers, supervisor and other stakeholders can involve with
commitment if it is geared to incentive that motivate them.

5. From analysis of the data all teachers don not equally participate in implementing CPD
program and they have different perceptions regarding CPD program.

6. The CPD implementation has brought a radical change in grade 10 General Secondary
School National Examination of Lem Secondary School as drawn from document
analysis after and before implementation of CPD program.

38
5.3. Implications
In this study a number of problems that ender the successful implementation of CPD program by
principal, supervisor and teachers were identified. The following implications were proposed
focusing on principal, supervisor and teachers lack of commitment, knowledge, time, budget and
incentive. So to improve CPD implementation program the following implications are given
from the researcher.
1. Even though the main objective of CPD program implementation is to update teachers and
improve the efforts in class room; the CPD implementation has to practically linked to
incentives such as training, material incentives and recognition for a better implementer.

2. The study find out that principal did not use different available instruments to evaluate
progresses of CPD program. Thus, principal need to use different instruments available to
evaluate CPD program. Periodic trainings, workshops and seminars should be given for all
concerned bodies in the school.

3. Follow up and feedback is important in any program. However the result of the study
indicated that evaluation and feedback system in the implementation of CPD program was
inconsistent. So the school has to establish CPD committee that evaluate CPD progress which
is lead by school principal and give feedback for teachers consistently.

Finally, the city administration education office has to arrange trainings and make follow up and
support the CPD implementation program. Since this program is crucial in bringing behavioral
change in students and improving teachers efficiency in their profession awareness rising in this
CPD program should be done by all the concerned bodies.

39
References

Amare, A. (2006). Quality in Education, Teaching and Learning: Perceptions and Practice.
Addis Ababa, IER, Addis Ababa University.

Andrews, S. (1993). Evaluation of Continuous Professional Development

Belmont Report, (1979). The National Commission for Protection of Human Subjects of
Biomedical and Behavioral Research in 1979.

Bland ford (managing professional development in school)

Bleach, K. (1999). The induction and mentoring of newly qualified Teachers

Bush, (1999). Implementation of Continuous Professional Development.

Cochian, S. and Lytle (2001) Teacher development making an impact washinton, D.C

Craig, (1996). Teacher Development: Making an Impact. Washington DC. World Bank.

Darling-Hammond, (2005). Preparing Teachers for Changing World. San-Francisco: Ossey-

Bass.
Datnaw and Castellano, (2001). Implementation of Continuous Professional Development.

David (2005). Professional Development for Leaders And Mangers of Self Governing Schools.

Day, (1990). Developing Teachers. The Challenges of Life Long Learning, Flamer Press.

Gusky (1995). Professional Development in Education (USA) .

Moe (2007). Education Sector Development Program.

Moe(2003). Teachers Education System Over All (Teso): Hand Book Guide Line A.A.

MoE, (2009). Continuous Professional Development for Primary and Secondary School
Teachers, Leaders and Supervisors in Ethiopia. The Framework, Addis Ababa, Moe.

MoE, (2005). ESDP III. Program Action Plan. Addis Ababa. MoE, EMIS Department.

Robert K. Ream, (2003). Teachers Professional Development. An International Review of

Literature. Paris.

40
Schwille, J. and Dembele, M. (2007). Global Perspectives on Teacher Learning: Improving
Policy and Practice. Paris, UNESCO.

Thomas R. (1995). Professional Development in Education New Practices.

UNESCO, (2004). EFA Colobal Monitoring Report. Education for the Entire Quality
Imperative. Paris: UNESCO.

UNESCO, (2006). Teachers and Educational Quality. Monitoring Clobal Needs for 2015.
Montreal.

Unpublished Research, (2004) done by Lem-secondary School department of Chemistry.

41
Appendix 1

Interview Questions to be Responded by Supervisor

Dear Supervisor,

I am conducting a thesis on the current CPD program with special reference to Lem secondary
school. Therefore, I politely request you to respond to the following questions honestly and
neatly since your real responses help me to assess the recent CPD program in the school.
I. Personal Information
1. Sex : A. Male B. Female
2. Age: A. 25 – 35 B. 36 – 46 C. 47 and above years
3. Qualification: A. Diploma B. First Degree C. MA/MSC
4. Experience: A. 1 – 7 Years B. 8 – 14 C. 15 and above years

1- Do all teachers equally participate warmly and responsibly in CPD?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2- In which CPD types do teachers engage themselves most?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3- Do the school principals encourage the teachers to involve themselves
In implementation of the CPD? Yes No If yes, how do they
encourage?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4- Did you observe any change on the learner’s achievement as a result of teacher’s
involvement in CPD? Yes No If yes, what did you observe?
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. Are the school principals cooperative? Yes No

______________________________________________________________
______________________________________________________________
______________________________________________________________
6. How often do you implement supervision in the school?
______________________________________________________________
______________________________________________________________
______________________________________________________________
 7. Do teachers show eagerness to update themselves by using the comments they obtain
from your observation?
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. What are the challenges did you face in supervising the teachers in relation to the CPD
program?
____________________________________________________________
____________________________________________________________
____________________________________________________________

9. What measures did you take to solve the problems you faced from the teachers in
supervising their works regarding CPD?
______________________________________________________________
______________________________________________________________
______________________________________________________________
10- What effects does the CPD brought on teachers teaching strategies?
_____________________________________________________________
_____________________________________________________________
______________________________________________________________

Appendix 2

Interview Questions to be Answered by the School Principal

Dear principal,
The purpose of the interview is to assess the effects, challenges, problems related and the degrees
of involvement of teachers with the CPD implementation program. Therefore you are politely
requested to respond to the questions neatly. The responses would help me in my thesis on the
current status of CPD with reference to Lem secondary school in particular.
I. Personal Information
I- Sex : A. Male B. Female
II- Age: A. 25 – 35 B. 36 – 46 C. 47 and above years
III- Qualification: A. Diploma B. First Degree C. MA/MSC
IV- Experience: A. 1 – 5 Years B. 5 – 10 years C. 11 – 16 years D. 17 and above
years

1- Do all teachers engage themselves in the CPD? Yes No

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2- Do all teachers completely implement the 60 hours within a year?
______________________________________________________________________________
______________ _______________________________________________________________
_____________________________________________________________________________
3- How often do teachers meet in the school to discuss the implementation in the department?
_____________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4- To what extent do teachers do the CPD co-operatively?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5- To what extent do you arrange meeting to assess teachers’ implementation on the CPD?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6- To what extent do teachers involve themselves in implementing the CPD?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
7- What changes did you observe on teachers teaching strategy? As the result of their
participation in the CPD program?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8- What changes did you observe on students achievement and academic discipline in different
subject areas: Eg- in relation to maths and chemistry?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
9- What effects does the CPD bring in the school as a whole?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Appendix 3

Interview Questions to be Responded by Teachers

Dear Teacher,
The purpose of this interview questionnaire is to assess the effects, problems related and the
degrees of involvement of teachers with the CPD implementation program. Therefore, you are
politely requested to respond to the interview since your genuine responses help me in my works
as I am conducting a thesis on the above purpose.

II. Personal Information

V- Sex : A. Male B. Female
VI- Age: A. 25 – 35 B. 36 – 46 C. 47 and above years
VII- Qualification: A. Diploma B. First Degree C. MA/MSC
VIII- Experience: A. 1 – 5 Years B. 5 – 10 years C. 11 – 16 years D. 17 and above
years

1- When did you start attending the CPD program?

A. Before 1 year B. Before 2 years C. Before 3 years D. Before 4/5 years

2- Do all teachers actively engage themselves in CPD? If no, what do you think the problem is?
A- Yes B- No C- I don’t know
3- Have you attended any workshop/training concerning the CPD implementation?
A. Yes B. No C- I don’t know
4- Do you frequently engaged in CPD program activities?
A- Yes B. No C- I don’t know
5- If your answer in question 4 is yes, How often do you engage yourself in CPD in a year?
A. Two times B. Three times C. Three times and above

6-In which CPD activities do you engaged most?

A. Improving teachers teaching strategies.
B. Improving the student’s achievement.
C. Improving the student’s discipline
D- Others
7- To what extent do the school principals support you in implementation of the program?
A. To a great extent B. To an average

C. To some extent D- Undetermined E- Not at all

8- To what extent dose improving teachers teaching strategies helped you in improving your
professional career?
A. To a great extent B. To some extent
C. To an average D- Undetermined E- Not at all
9- To what extent dose the student’s achievement improved as a result of implementing the CPD
intermesh of improving learner’s achievement?
A. To a great extent B. To some extent
C. To an average D- Undetermined E- Not at all
10- To what extent dose improving students discipline brought a change on the student’s
behavior on part of the CPD activity?
A. To a great extent B. To some extent
C. To an average D- Undetermined E- Not at all
11- What are some of the problems and challenges you encountered from your colleagues for the
effective implementation of the CPD? If any list them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
12- What measures did the school take to solve the challenges you faced in implementing the
CPD? If any list them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
13- What are the benefits you got by involving yourself in the CPD? If any list them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________