Teachers’ perceptions of School Based Continuous Professional Development(SBCPD) in Jimma zone selected schools

Abstract

This paper is part of MA thesis in which primary school teachers’ perceptions of was explored. The study was conducted in Jimma zone: Gumay woreda, Omonada woreda and Jimma town. Thirteen to fourteen teachers from two primary schools of each woreda were participated. Multiple case study design was employed and the three
woreda’s school-based continuous professional development was considered. Data were secured through in-depth interview, FGD, document analysis and observation. The data generated by these instruments were independently analyzed and brought together and thematically analysed. These were teachers’ meaning of SBCPD, teachers’ perceptions
of relevance, management, and result in enhancement of students learning, and obstructions. These major themes further analyzed into sub-themes and the sub themes are finally analyzed into issues and views. A cross-case analysis technique was employed to explore similarity and /or differences in teachers’ perception and practices of SBCPD
among the three cases. Thus the findings indicated that SBCPD is conceived as a means to career development, re-licence and as a means to improve immediate problem solving skills in the school. Finally it is found that there was no significant support provided to schools. This study then revealed that there is a need in clarifying the ultimate goal of
CPD, need in supervision and training to support teachers undertaking CPD and strengthening community and school collaboration were points seeking concern.