CONTRIBUTION OF PRINCIPALS IN THE IMPLEMENTATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAM IN SECONDARY SCHOOLS OF DINSHO WEREDA BALE ZONE

Abstract

The purposes of this study was to assess the contributions of Homa secondary school and Dinsho secondary school principals in implementing CPD program of Bale Zone Oromia Regional state. To realize this, basic research questions regarding the awareness of secondary school principals have on their Contribution in the implementation of CPD program, contributions of the secondary schools principals for the successful implementation of CPD program and the degree of collaboration between school principals and teachers were raised. Descriptive survey research design demployed to conduct this study. Out of the 2 secondary schools of the wereda, 2 (100%) were selected using school were selected purposefully. Totally, 31 teachers (21male and10 females) or 50% of them were selected from each stratum using simple random sampling method. Two school principals, one supervisor and 30 Woreda TDP experts selected randomly and contacted through interview. Furthermore, school CPD related documents like CPD manuals and reports, teachers’ portfolios were reviewed. Data obtained were analyzed using percentage mean and frequency. The results indicate that the Homma secondary school and Dinsho secondary school principals in implementing CPD program in the school were weak; but the CPD reports to the WEB(Wareda education bureau. seems that principals were not handling their responsibilities very well to realize the program in their respective school/s. On the basis of these major findings , conclusion and Some of the possible feasible recommendations forwarding include consistent trainings for principals and other stakeholders, allocating of the necessary resources for the program and using some incentive mechanisms as means of motivation. The respondents were reviewed the contribution of principals such as providing staff meeting plan, Text book evaluations respectively, consulting with professional bodies, providing case study and reflection of self-practice. The levels of school principals in evaluating CPD program is very rarely, while the research indicated that principals conducted CPD program evaluation not at all and sometimes