ARBAMINCH UNIVERSITY SCHOOL OF POST GRADUAT STUDIES COLLEGE OF SOCIAL SCIENCE AND HUMAHITIES DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

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.