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dc.contributor.authorMweemba, Bbwantu Horn
dc.date.accessioned2011-06-08T15:09:52Z
dc.date.available2011-06-08T15:09:52Z
dc.date.issued2011-06-08
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/474
dc.description.abstractThis study sought to find out the effectiveness of the School-Based Continuing Professional Development [CPD] programs in sharpening teachers' classroom performance in Upper Basic Schools in Lusaka Urban District. A sample of seventy-two[72] school teachers, eight [8] School In-Service coordinators, eight [8] School Managers, eight [8] Zone In-service Coordinators and three [3] District In-service Coordinators was obtained using a simple systematic sampling technique, giving us a total number of 99 respondents. They were subjected to questionnaires and an average of 30 minutes long semi-structured interview.The study employed the survey method to collect both quantitative and qualitative data using questionnaires and interview schedules respectively. Data were collected from the eight [8] Upper Basic Schools, eight [8] Zone Resource Centers and the District Resource Center within Lusaka Urban District.The study examined the kind of CPD activities found in upper Basic schools and discovered that most CPD activities of teachers revolved around lesson preparations,schemes and records of work and HIV/AIDS activities. It was found, though, that most teachers were not participating in these activities. This was pointed out by teachers in most of the schools and was echoed by their supervisors.The majority of the teachers said CPD activities had not improved their competences,possibly because they were not participating in them. The immediate supervisors of CPD activities at school level- the SIC, pointed out that in schools where teachers were participating, such schools were believed to be doing well in terms of pupils'performance.The results further revealed that CPD programs in upper Basic schools faced a number of challenges and these were as follows: negative teachers' attitude, lack of materials, lack of motivation, lack of expertise in CPD activities, inadequate funding, none linkage to credited CPD programs and lack of immediate tangible benefits.Based on the findings of the study, a number of recommendations were made in order to address some of the identified challenges such as the need for regular monitoring of the School-Based CPD programme by the relevant officers, and the issuance of credit cards and certificates to programme participants.Apart from the above, the study recommends that the issue of promotion and selection for further studies should have a component of School-Based CPD programme where possible and further that there should be a linkage between School-Based CPD programs and colleges of Education/ Universities.Finally, but not the least, teachers who obtained a maximum of 150 credits in School-Based CPD programs should be given some exemptions when they undertake college or University based courses in their fields of study.en_US
dc.language.isoenen_US
dc.subjectSchool Based Continuing Professional Development [CPD]en_US
dc.subjectSchool Based Continuing Professional Development [CPD]-Effectiveness in Upper Basic Schools-Lusakaen_US
dc.subjectSchool Based Continuing Professional Development [CPD]- Effectiveness in Upper Basic Schoolsen_US
dc.titleThe Effectiveness of the School-Based Continuing Professional Development [CPD] Program in Upper Basic Schools [Grades 8 & 9]. The Case of Lusaka Urban Districten_US
dc.typeThesisen_US


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