The Influence of Professional Development of Teachers and Principals in the Implementation of Curriculum in Middle Education of Wolaita Zone, Ethiopia

Abstract

This study was intended to explore the influence PD of teachers and principals influence in the curriculum implementation of middle education. The study employed a qualitative methodology guided by the interpretive paradigm. Participants of the study were purposely selected four teachers and one school principal from three different schools and the total number of research participants was fifteen. Interview, focus group discussion and document analysis were used as data gathering tools. Findings of the study indicated that there was a difference between schools in the case of implementation and teachers involvement due to some exposers of PD and commitments of teachers. Problems observed in three schools analyzed indicated that trying to think the only way for professional development is CPD launched 20 years ago. It was indicated that current practice of professional development is not sufficient to improve practice of curriculum implementation even if there are some strong sides in the case of some teachers’ involvement. Some of the critical challenges which hindered the practice of PD were not applying strategies of PD that were planned in ESDP six and lack of curricular resources at school level in the case of new curriculum implementation. This has also led to problems of teachers’ professional competence and issues of PD of educators influence the practice of curriculum implementation. Finally, based on findings the ways to improve professional development of teachers and principals was forwarded.