Abstract:
The main purpose of this study was to investigate the challenges of English language
teachers in the practice and Implementation of school based CPD at Waka Secondary and
Preparatory School, Mari Secondary and Preparatory School and GozoBamushi
Secondary schools of Mareka Woreda. School based Continuous Professional
Development (CPD) has been implemented in Ethiopian schools with the aim of
enhancing the classroom practices of teachers and consequently improving the
achievement of students. This study is an attempt to analyze the practices and challenges
of implementing CPD in the selected Secondary and Preparatory school found in Mareka
Woreda. The study used a qualitative methodology guided by the interpretive paradigm.
Teachers, the school principal, the cluster supervisor, Woreda education expert and the
school CPD facilitator were purposely selected as sources of data for the study. Interview,
observation and document analysis were also used as data gathering instruments. Data
were analyzed in the form of narration. The analyses of the data revealed that the CPD
practices at the selected General Secondary and Preparatory school do not have the basic
features of successful teacher professional development programs. Though the
administrative structure to run the CPD program is set at school level, the school context
is not supportive enough to run the program; the CPD program is not strongly linked with
the school improvement program and students’ achievement; and it is not engaging the
teachers. Teachers have prepared pseudo report on CPD activities in order not to be
blamed. So, serious consideration should be given mainly to the capacity development of
all the stakeholders involved in the delivery of the CPD program.
