Management of continuing professional development program in secondary schools of Sinazongwe district.
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Date
2022-08-02
Authors
Ndilayi, Yvonne
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study was an investigation into the management of Continuing Professional Development
(CPD) programs for secondary schools in Sinazongwe District of Southern Province in Zambia.
The study employed a survey design. The research design was supplemented by qualitative
data.
The sample selected for the study included 48 class teachers and 6 head teachers, the Standards
Officer, the District Resource Coordinators and 6 Zone Resource Coordinators. The sampling
techniques used included purposive, availability and convenient sampling. General data were
sought using questionnaires and interviews done by the researcher. Primary data was collected
through focused group discussion, observation while secondary data was obtained from CPD
manuals and thesis reports. The study employed document analysis to analyse the data
collected from respondents. Triangulation was used to validate the data collected from various
sources of information.
The study has revealed that management of CPD is inadequate in the secondary schools of
Sinazongwe and that the extent to which stakeholders engagement in professional development
activities such as planning, organising, directing, coordinating, controlling, mentoring of new
teachers, facilitating group discussions, and evaluating the overall successes and failures of the
implementation processes were inadequately implemented. The inadequacy has resulted in
some secondary school teachers underperforming their duties. Further, it’s noted that most head
teachers did not work with a need driven activities for CPD that was to address the needs and
inadequacies of teachers in delivering quality lesson to learners. CPD activities were not fully
planned for at the beginning of the term. School Management and CPD Coordinators worked
for the sake of records, and did help teacher professional development for the benefit of learners
and the entire system. Evaluation of the impact of CPD had no link more explicitly to school
development and developmental planning.
In view of the outcomes, it is suggested that the Ministry of Education should encourage need
driven activities for CPD that will address the needs and inadequacies of teachers in
delivering quality lesson to learners.
Description
Thesis
Keywords
Career development. , Continuing professional development.