School principals’ and supervisors’ leadership practices in teachers’ continuous professional development program: in secondary school of Bahir Dar city, Ethiopia

Abstract

ABSTRACT The purpose of this study was to investigate leadership practice of school principals and cluster supervisors in implementing continuous professional development (CPD) program. School principals (14) and cluster supervisors (4) were included in the study using comprehensive sampling techniques. A total of 305 teachers were selected from 14 secondary schools. Among the samples, 295 (96.7%) of teachers, 18 (100%) of school principals and cluster supervisors were involved in filling questionnaires. Percentage, mean score and one sample t-test were used for data analysis. The qualitative data obtained through interview and open-ended questions were analyzed using narration descriptions. The findings revealed that school principals’ and cluster supervisors’ leadership practices of CPD program were ineffectively implemented. Even principals and supervisors had knowledge gap on CPD program. Therefore, one can conclude that principals and supervisors had medium knowledge and understanding about the concept of CPD program. Finally, the following points were recommended: principals and supervisors must give attention for CPD training programs, the regional state must give capacity building trainings for principals and supervisors, and the program needs further study. Therefore, it would be better to give attention for individuals, government and nongovernment organizations to conduct research in the area.