Exploring Continuous Professional Development - Insights from Public Primary School Leaders in Addis Ababa, Ethiopia

Oct 15, 2026

Continuous professional development (CPD) strengthens the knowledge and skills of school leaders, yet perceptions and practices among public primary school leaders in Addis Ababa require further examination. This study investigates the effectiveness of current CPD practices in meeting local professional development needs. A mixed design included 50 leaders from 20 public primary schools, using surveys and interviews. Findings show CPD is highly valued and effective, with diverse opportunities such as workshops, seminars, conferences, and specialized training supporting leadership challenges.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Review of Related Literature

EXPLORING CONTINUOUS PROFESSIONAL DEVELOPMENT: INSIGHTS FROM PUBLIC PRIMARY SCHOOL LEADERS IN ADDIS ABABA, ETHIOPIA EASAW ALEMAYEHU ASSEFA Addis Ababa University, Ethiopia CHEHOS KEBEDE ZENEBE Cruise School, Ethiopia ABSTRACT Continuous professional development (CPD) plays a crucial role in enhancing the knowledge and skills of school leaders (Nooruddin & Bhamani, 2019). However, there is a need to understand the perceptions and practices of CPD among public primary school leaders in Addis Ababa, Ethiopia. Therefore, this study aims to fill that gap by examining the effectiveness ofcurrent CPD practices in addressing the professional development needs of school leaders in the city. A mixed design study was conducted, involving a sample of (N=50) school leaders from 20 public primary schools in Addis Ababa. Surveys and interviews were used to gather data on the perceptionsand practices of CPD. The sample was selected to represent a diverse range of educational institutions in the city. The study revealed that public primary school leaders in Addis Ababa greatly value CPD as a means to enhance their professional knowledge and skills. They perceive the current CPD practices as highly effective in meeting their specific professional development needs. The availability of diverse CPD opportunities, including workshops, seminars, conferences and specialized training programs, was seen as beneficial in addressing the challenges and demands of their leadership roles. This study contributes to the limited research on CPD practices among school leaders in Addis Ababa. By exploring their perceptions and practices, it provides insights into the effectiveness ofCPD programs in addressing their professional development needs. Based on the findings ofthe study, it is recommended that educational institutions in Addis Ababa continue to support and invest in CPD programs for school leaders. INTRODUCTION Continuous professional development (CPD) for school leaders is the ongoing process of enhancing the school leaders’ knowledge, skills and competencies to effectively lead and manage schools (Alemayehu, 2021). CPD recognizes the importance of lifelong learning for school leaders, who play a crucial role in shaping education quality and school success (Bubb & Earley, 2007) . In the past, school leaders were mainly focused on administrative tasks and regulation compliance (Renihan et al., 2006) . However, the evolving education landscape requires them to be visionary instructional leaders, driving school improvement, fostering positive school culture, engaging stakeholders, and creating a conducive environment for student success (Crum & Sherman, 2008) . CPD for school leaders acknowledges the need for continuous learning to meet these demands (Faizuddin et al., 2022) . It offers opportunities to enhance knowledge and skills in areas such as instructional leadership, strategic planning, data analysis, school management, effective communication, and fostering inclusivity (Stevenson et al., 2016). By staying updated with research and best practices, school leaders can make informed decisions and lead effectively (Wondimu, 2019) . Educational Planning | Fall 2024 31 Vol. 31, No. 4 CPD comes in various forms, including workshops, conferences, online courses, coaching and collaborative networks (Michaelidou & Pashiardis, 2009) . These programs focus on building leadership capacities, reflective practices, pedagogical knowledge, and effective communication and collaboration (Nicolaidou & Petridou, 2011a) . Research shows that effective CPD positively impacts school improvement, teacher development, student achievement, and overall school outcomes (Khan & Khan, 2014) . Investing in CPD supports the growth of school leaders and improves educational experiences for students (Field, 2005) . Addis Ababa, being the political, economic, and cultural center of Ethiopia, represents a diverse and dynamic educational landscape (Ejigu, 2014

FAQs

What does the study examine about CPD in Addis Ababa?

The study examines school leaders’ perceptions and practices of continuous professional development and assesses how effective current CPD is in addressing their professional development needs in Addis Ababa.

How was the research conducted and who participated?

A mixed design study was conducted with 50 school leaders selected from 20 public primary schools in Addis Ababa. Surveys and interviews were used to collect data.

What CPD opportunities do leaders consider beneficial?

Leaders value diverse CPD opportunities, including workshops, seminars, conferences, and specialized training programs, which help meet the demands of their leadership roles.

Oct 15, 2026

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