Currently, in the educational system from teacher-centred to learner centred (active learning) in learning-teaching process is on the way to new change. To accustom with the new methodology, the issue of continuous professional development (CPD) has been addressed to maintain the quality of education through updating and upgrading teachers and school leaders. This study is therefore, aimed at investigating how primary school teachers and leaders have perceived continuous professional development, to what extent CPD of teachers and leaders contribute to enhance quality of teaching-learning, and finding out the major problems encountered during its implementation in primary schools. The subjects of this study were primary school teachers and leaders from purposively selected 15 linkage primary schools of Fafan Zone, Somali Region of Ethiopia. . A total of 75 teachers, 30 principals and 15 CPD leaders are selected from the schools so that the sample size is fixed to 120. The research design employed in the study was descriptive survey. The research method utilized was both quantitative and qualitative ways to address the issue raised. The data collecting tools were questionnaire, informal interviews and focus group discussion. The data were analyzed using methods of descriptive statistics(frequencies and percentages) and inferential statistic (correlation and regression analysis). The multiple linear regression model results revealed that the frequency of continuous professional development implementation practises was determined by various factors. Age, teaching experience, job satisfaction , and principal experience had a significant influence on frequency of continuous professional development implementation practises(participation) in the primary schools, whereas gender, class size, attitude to students, work environment, and school facilities did not significantly affect the frequency of continuous professional development implementation practises in LPSs. With regard to the perception, the results revealed that most primary school teachers and leaders viewed continuous professional development as a program which is beyond in-service program though they do not participated in a variety of CPD programs that update and upgraded their profession. Moreover, the findings indicated that continuous professional development has not been fully implemented in primary schools yet as desired. It was then concluded that even though a considerable proportion of primary school teachers have a clear concept of continuous professional development program, but there is remaining works to be done so that schools benefits the maximum output of CPD program to play a role in maintaining quality education . To overcome this, it was suggested that encourage NQTs to participate in schools induction /CPD programs, providing sufficient materials, minimizing workloads of teachers participating in CPD, and assigning experienced individuals in any leadership posts of schools

Keywords : Continues Professional Development (CPD), Perception, Practises/Participation, Quality-Education