Teachers' Perceptions and Practice of CPD
The Case of Selected Primary Schools in Jimma Zone Second Edition
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The purpose of this study was to explore primary school teachers' perceptions and practices of School-based continuous professional development. The study was conducted in Jimma zone: Gumay woreda, Omonada woreda and Jimma town in which 13 to 14 teachers from two primary schools of each woreda were participated. Multiple case study design was employed and in the three woredas (cases) 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 ana...
The purpose of this study was to explore primary school teachers' perceptions and practices of School-based continuous professional development. The study was conducted in Jimma zone: Gumay woreda, Omonada woreda and Jimma town in which 13 to 14 teachers from two primary schools of each woreda were participated. Multiple case study design was employed and in the three woredas (cases) 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, thematically analysed and resulted in five major themes: 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.
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