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The Practices of Continuous Professional Development for Instructional Quality of Secondary School Teachers in Woliso Town, Oromia Region, Ethiopia

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Title: The Practices of Continuous Professional Development for Instructional Quality of Secondary School Teachers in Woliso Town, Oromia Region, Ethiopia
Language: English
Authors: Mekonnen Worku, Wudu Melese, Abera Husen
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Adult Education
Descriptors: Foreign Countries, Secondary School Teachers, Professional Continuing Education, Faculty Development, Educational Quality, Teacher Effectiveness, Teacher Evaluation, Educational Change, Models, Guidelines
Geographic Terms: Ethiopia
DOI: 10.1007/s44217-025-00810-1
ISSN: 2731-5525
Abstract: Teacher professional development is a continuing process that, when effectively implemented, improves teaching skills and subject knowledge, leading to enhanced instructional quality and better student learning outcomes. This study assessed the current practice of continuous professional development (CPD) for teachers' instructional quality in Woliso Town secondary schools. A mixed-methods research approach was employed. The sample included 175 secondary school teachers (147 males and 28 females) selected purposively for quantitative data collection. Additionally, the school principal and academic vice-principals were selected for qualitative data. Quantitative data were collected from 145 secondary school teachers who teach subjects assessed by educational examination services for university entrance. Six one-on-one interviews were conducted with secondary school principals and academic vice-principals. Quantitative data were analyzed using SPSS version 25 and presented using descriptive statistics such as mean, standard deviation, and percentage. Qualitative data were analyzed thematically and presented narratively to substantiate the quantitative findings. The results revealed that the traditional model of teacher professional development is both superficial and fragmentarily practiced, which does not meaningfully contribute to teachers' instructional quality. Moreover, teachers are often not voluntarily engaged in CPD activities due to various factors, including life pressures, lack of motivation, insufficient recognition, and the absence of systematic evaluation of teachers' progress in instructional quality. Based on these findings, it is recommended that the government, education policy developers, and academicians reform the existing CPD framework using alternative teachers' professional development. Furthermore, education stakeholders at all levels should develop and implement reformed CPD manuals to ensure consistency across schools through national or regional guidelines.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489186
Database: ERIC
FullText Text:
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  Data: The Practices of Continuous Professional Development for Instructional Quality of Secondary School Teachers in Woliso Town, Oromia Region, Ethiopia
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  Data: <searchLink fieldCode="AR" term="%22Mekonnen+Worku%22">Mekonnen Worku</searchLink><br /><searchLink fieldCode="AR" term="%22Wudu+Melese%22">Wudu Melese</searchLink><br /><searchLink fieldCode="AR" term="%22Abera+Husen%22">Abera Husen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Discover+Education%22"><i>Discover Education</i></searchLink>. 2025 4.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Continuing+Education%22">Professional Continuing Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 10.1007/s44217-025-00810-1
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  Data: 2731-5525
– Name: Abstract
  Label: Abstract
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  Data: Teacher professional development is a continuing process that, when effectively implemented, improves teaching skills and subject knowledge, leading to enhanced instructional quality and better student learning outcomes. This study assessed the current practice of continuous professional development (CPD) for teachers' instructional quality in Woliso Town secondary schools. A mixed-methods research approach was employed. The sample included 175 secondary school teachers (147 males and 28 females) selected purposively for quantitative data collection. Additionally, the school principal and academic vice-principals were selected for qualitative data. Quantitative data were collected from 145 secondary school teachers who teach subjects assessed by educational examination services for university entrance. Six one-on-one interviews were conducted with secondary school principals and academic vice-principals. Quantitative data were analyzed using SPSS version 25 and presented using descriptive statistics such as mean, standard deviation, and percentage. Qualitative data were analyzed thematically and presented narratively to substantiate the quantitative findings. The results revealed that the traditional model of teacher professional development is both superficial and fragmentarily practiced, which does not meaningfully contribute to teachers' instructional quality. Moreover, teachers are often not voluntarily engaged in CPD activities due to various factors, including life pressures, lack of motivation, insufficient recognition, and the absence of systematic evaluation of teachers' progress in instructional quality. Based on these findings, it is recommended that the government, education policy developers, and academicians reform the existing CPD framework using alternative teachers' professional development. Furthermore, education stakeholders at all levels should develop and implement reformed CPD manuals to ensure consistency across schools through national or regional guidelines.
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      – SubjectFull: Ethiopia
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