Factors influencing school based continuous professional development (CPD) in selected secondary schools of Mwense district, Zambia.
| dc.contributor.author | Lungu, Friday | |
| dc.date.accessioned | 2022-09-28T07:51:58Z | |
| dc.date.available | 2022-09-28T07:51:58Z | |
| dc.date.issued | 2022-08-08 | |
| dc.description | Thesis | en |
| dc.description.abstract | The purpose of this study was to investigate the factors influencing the school based teachers‟ continuous professional development in selected secondary schools of Mwense. The research employed in the study was descriptive survey method, which was supplemented by qualitative data. The sampling techniques used included purposive, availability and simple random sampling. The sample size was 83 teachers, 8 department heads, 4 head teachers, 4 schools continuous professional development coordinators,1 DRCC with the total of 97 participants out of 150 study populations. The data gathering tools employed were questionnaire, interview as well as document analysis. The participants of interview were Head teachers, department heads, and Continuous Professional Development coordinators and DRCC. Questionnaire was administered to 83 teachers of which 80 of them were properly filled and returned. Then, the information gathered through closed-ended questionnaire was analyzed using percentage, frequency, standard deviation, and mean score while the data gathered through interview and open-ended questions were analyzed qualitatively. Results of the document analysis were also described. The findings indicated that the extent to which teachers engagement in professional development activities such as mentoring, facilitating group discussions and peer observations, and evaluating the overall successes and failures of the implementation processes were inadequately implemented. The school Head teachers, professional development facilitators, were providing insufficient support for the teachers. The major challenges identified were, lack of training, lack of action research, lack of fulfilling Continuous Professional Development materials, lack of trained facilitators, insufficiency of supports provided for teachers growth, insufficient allocation of budget, lack of peer coaching and peer evaluation, and absence of induction program, were identified by this research as the serious challenges of Continuous Professional Development realization in selected secondary schools of Mwense District. To overcome the challenges encountered, recommendations have been forwarded. These include: orienting teachers in advance with the overall contents of the professional growth, motivating teachers to willingly take more responsibilities in the implementation process, employing trained facilitators, and allocation of sufficient resources to effectively achieve the intended goals. Moreover, Mwense District education office has to allocate the necessary school budget. | en |
| dc.identifier.uri | http://dspace.unza.zm/handle/123456789/7749 | |
| dc.language.iso | en | en |
| dc.publisher | The University of Zambia | en |
| dc.subject | School based teachers--Professional development. | en |
| dc.title | Factors influencing school based continuous professional development (CPD) in selected secondary schools of Mwense district, Zambia. | en |
| dc.type | Thesis | en |