An investigation into bariers to effective implementation of school-based continuing professional development in three secondary schools in Zimba District of Southern Province
| dc.contributor.author | Kashoti, Owen | |
| dc.date.accessioned | 2017-10-09T13:48:24Z | |
| dc.date.available | 2017-10-09T13:48:24Z | |
| dc.date.issued | 2016 | |
| dc.description | Masters of Education in Educational Management | en |
| dc.description.abstract | There has been great concern about quaUty teaching in our schools in Zambia. The general poor performance year in and year out is unacceptable considering government's effort to educate the masses and reduce illiteracy levels. I.amentations by the society over pupils" poor performance are genuine. The school-Based Continuing Professional Development (SBCF^D) is one of the effective ways of improving education as far as teaching is concerned as it targets self-development, group and eventually institutional development. It is not clear whether School-iiased Continuing Professional Development has been fully embraced by teachers to help quality teaching in schools. This study therefore, sought to investigate barriers to effective implementation of School-Based Professional Development in three schools in /imba district. The objectives of the study were to: establish the type of Continuing Professional Development programmes conducted in the three Schools, investigate barriers to effective implementation of School-Based Continuing Professional Development and suggest measures to be put in place in order to overcome barriers to effective implementation of SBCTM) in three secondary schools in the district. Icachcrs" professional development is often regarded as the key to successful education reforms. Hence, teachers are expected to experience continuous professional development to keep abreast with the relentless change taking place in the education system. However, problems arise when loo much emphasis is placed on making sure that teachers take part in professional development initiatives, fo some teachers, professional development is seen as a burden and not as an opportunity to improve their practice as the reforms have intended, fhis happens as the teachers are made to take part in various standardised professional development programmes that are not tailored to their specific needs. As a result it has become less effective in helping the teachers improve their own pedagogy. I'his study employed the descriptive research design in which both qualitative and quantitative techniques were used. Questionnaires and interview guides were u.sed to collect data. I'hc findings of the study revealed that the participants had issues with sustaining changes to their CPD practice. I hey experienced external professional development overload while at the same time were struggling to create more opportunities for school-based professional | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/4945 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | Education, Secondary -- Zambia | en |
| dc.subject | In service training -- Zambia | en |
| dc.title | An investigation into bariers to effective implementation of school-based continuing professional development in three secondary schools in Zimba District of Southern Province | en |
| dc.type | Thesis | en |