The Role of Continuous Professional Development (CPD) for ICT Training and Perception of Secondary Schools Teachers for ICT Adoption for Teaching and Learning

Abstract

This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda. The study utilized a mixed-methods approach, combining quantitative and qualitative data through a sequential explanatory design. Research was conducted in three secondary schools in the Wonago, Sokicha, and Hase Haro areas of South Ethiopia, Gedeo Zone, focusing on teachers involved in CPD programs. The total population for this study comprised 165 individuals, with a sample size of 90 participants determined using the Yamane formula. Respondents were selected through simple random sampling, and data collection involved structured surveys and semi-structured interviews to capture teachers' attitudes towards CPD and ICT integration. Quantitative data were analyzed using the statistical package for social science (SPSS) version 20.0, utilizing descriptive statistical techniques such as frequencies and percentages. Data were presented in tables and diagrams, while qualitative data were conveyed in narrative format. The analysis integrated descriptive statistics and thematic analysis to provide a comprehensive understanding of the challenges teachers faced in ICT adoption. This study was explored the significance of Continuous Professional Development (CPD) in enhancing ICT training among secondary school teachers in the Gedeo Zone, Wenago Wereda, emphasizing the crucial role of Continuous Professional Development (CPD) for teachers. Despite a significant recognition of CPD's importance—69.1% of teachers acknowledged its necessity for improving ICT skills and 81.5% recognized its role in enhancing teaching techniques—an alarming 98.8% reported having received no formal ICT training. This gap highlighted systemic barriers, including a lack of resources, insufficient motivational support, and time constraints, which hindered effective CPD implementation. Theoretical frameworks such as Andragogy, Transformative Learning Theory, and Communities of Practice underscored the need for tailored CPD programs that addressed the specific challenges faced by educators. While teachers expressed enthusiasm for ICT, they often resisted adoption due to inadequate training and support. Empirical evidence revealed a disconnect between training and practical ICT integration, with only 2.5% of teachers utilizing learning web portals, indicating minimal engagement with digital resources. The findings emphasized the necessity for CPD initiatives to focus on developing technical skills and fostering a collaborative culture among teachers. Despite recognizing CPD's potential to improve perceptions of ICT, significant challenges remained due to resource limitations and disparities in access across regions. Moreover, the absence of robust monitoring and evaluation mechanisms hindered the assessment of CPD initiatives' impact. Qualitative feedback from school principals highlighted the transformative potential of well structured CPD programs in boosting teachers' confidence and knowledge in ICT. Establishing Professional Learning Communities could facilitate the sharing of strategies and experiences, promoting continuous improvement in teaching practices. To address these challenges, the study recommends developing tailored CPD programs focused on relevant ICT skills, enhancing resource allocation, and providing formal ICT training. Establishing Professional Learning Communities can foster collaboration among educators, while implementing robust monitoring and evaluation mechanisms will ensure CPD effectiveness. By prioritizing these initiatives, Wenago Schools can significantly improve ICT integration and educational outcomes for students