Teachers’ experiences of continuous professional Development: Implications for policy and practice

Teacher continuous professional development (CPD) is a key factor in enhancing teacher effectiveness, quality teaching, student achievement, and institutional advancement. Hence, there is a need for teachers to engage in CPD and the administrative system to support teachers' CPD endeavours. The main purpose of this study was to examine teachers’ experiences of continuous professional development, with a focus at Dilla university. The study used mixed methods approach with a concurrent design in which both quantitative and qualitative data were collected, presented, and analysed simultaneously. Fifty teachers who were candidates of the Higher Diploma Programme (HDP) participated in the study. Questionnaire and interview were used to gather quantitative and qualitative data. The findings indicated that the majority of teachers had experience in both externally-initiated and teacher-initiated CPD activities though the degree was minimal in both due to factors that were related to teachers, organizing bodies, and the CPD activities. Workload, limited resources, routines, and lack of motivation, commitment, time, awareness, opportunity, hands-on elements, and continuity of the activities negatively influenced their engagement. Despite their minimal experiences, teachers got the activities useful in enhancing their knowledge, skills, and collegial relationships which are relevant for their professional practice. In line with the findings, conclusions were made and implications for planning and conducting new CPD initiatives and future research were drawn. • The study examined teachers' experiences of continuous professional development. • It employed mixed methods research approach. • Teachers' experience of continuous professional development was insignificant. • Different factors contributed for their minimal experience. • Implications for designing and conducing CPD and future research were drawn.