An Investigation into Barriers to Implementation of School-based Continuing Professional Development in Selected Secondary Schools in Zimba District, Zambia
Sakala, Margaret M.
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The study sought to investigate barriers to effective implementation of school-based continuing professional development in selected secondary schools in Zimba district of Zambia. The study objectives were to identify forms of school-based continuing professional development; establish barriers to effective implementation of school-based continuing professional development; and suggest measures to mitigate barriers to effective implementation of school-based continuing professional development. A descriptive mixed method research design was employed. The sample was 57 respondents comprising 9 heads of department, 30 teachers and 18 pupils from 3 secondary schools in Zimba district. The district was selected because of its strategic location and accessibility in Southern province, coupled with the district authorities’ emphasis on the school-based continuing development programme. Data was collected using in-depth and semi-structure interviews guides. The data was analysed by content analysis and results presented using key concepts and narrations. The study revealed that forms of school-based continuing professional development in schools included lesson study, in-service training meetings, subject associations, teacher group meetings and lesson demonstrations. Barriers to effective implementation of school-based continuing professional development were work overload, limited time, negative attitude towards the programme and lack of reference materials. Suggested measures to mitigate barriers to effective implementation of school-based continuing professional development included increased monitoring of relevant activities, adequately supporting subject coordinators and working out action plans. The study recommended strengthening of school-based continuing professional development by harmonising it with other school programmes, purchasing relevant reference materials and allocating adequate time for its activities.
African Society for Research on the Education of Adults (ASREA),