%0 Journal Article
%T Teachers¡¯ perceptions of School Based Continuous Professional Development(SBCPD) in Jimma zone selected schools
%A E Hailu
%A F Jabessa
%J Ethiopian Journal of Education and Sciences
%D 2010
%I Jimma University
%X 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.
%U http://www.ajol.info/index.php/ejesc/article/view/65374