Abstract

This study is entitled Teachers’ Participation in CPD: the case of Debark University. The study aimed to identify the roles of teachers in CPD work, indicate the factors that hinder them from doing CPD activities, and state the advantage and disadvantages of doing CPD for teachers. The data was collected using tools like interviews, questionnaires, and document analysis. And it was analyzed in both qualitative and quantitative research approaches. As the study’s finding indicates, most teachers lack the motivation to participate in CPD activities. They are mainly involved in the teaching-learning process. A very smaller number (1/4) of teachers are participating in doing research and community service. Therefore, some recommendations are forwarded to the teachers, the University, and the administrative staff. As well, the researchers are going to take some measures for the improvement of the CPD work of the Debark University teachers.

Keywords: Higher Diploma Program (HDP), Continuous Professional Development (CPD), Ministry of Education (MoE), Transitional Government of Ethiopia (TGE), Education and Training Policy (ETP)