| Title: |
Evaluating the Effectiveness of the CPTD Programmes Delivered by the Zululand Education District to Improve Teacher Performance |
| Authors: |
Peter Emanuel Nkosinathi Nsibande, Msawenkosi Sandile MbokaziCurrently, every country around the globe is undergoing extensive reforms to improve the quality of its educational systems. The best method of improving the quality of education is instituting continuous professional teacher development (CPTD) programmes. Thus, the study reports on an investigation of the perception and experiences of teachers about delivering effective CPTD programmes in the Zululand district. Qualitative one-on-oneinterviews with teachers, principals from both primary and secondary schoolsand district officials as well as a document study were conducted. Focus group interviews were also conducted to complement the one-on-one interviews. The study found that CPTD programmes are poorly implemented in the Zululand district since traditional methods such as lecture and cascade methods of delivery are employed. The study recommends the district establish a rigorous mechanism to monitor and evaluate the effectiveness of the CPTD programmes before, during and after the implementation process. It also recommends the district improve the consultation process, teachers need to be consulted when drawing policies so that they own and embrace them. The study also recommends that the district use interactive, collaborative methods to implement the CPTD programmes. CPTD programmes must address the needs of teachers and schools, not the other way around. District officials must be trained in Andragogy theory for effective facilitation. |
| Publisher Information: |
Zenodo |
| Publication Year: |
2023 |
| Collection: |
Zenodo |
| Subject Terms: |
Teacher Development; Continuous; Andragogy; Quality Education; Traditional And Collaborative Approaches |
| Description: |
Currently, every country around the globe is undergoing extensive reforms to improve the quality of its educational systems. The best method of improving the quality of education is instituting continuous professional teacher development (CPTD) programmes. Thus, the study reports on an investigation of the perception and experiences of teachers about delivering effective CPTD programmes in the Zululand district. Qualitative one-on-oneinterviews with teachers, principals from both primary and secondary schoolsand district officials as well as a document study were conducted. Focus group interviews were also conducted to complement the one-on-one interviews. The study found that CPTD programmes are poorly implemented in the Zululand district since traditional methods such as lecture and cascade methods of delivery are employed. The study recommends the district establish a rigorous mechanism to monitor and evaluate the effectiveness of the CPTD programmes before, during and after the implementation process. It also recommends the district improve the consultation process, teachers need to be consulted when drawing policies so that they own and embrace them. The study also recommends that the district use interactive, collaborative methods to implement the CPTD programmes. CPTD programmes must address the needs of teachers and schools, not the other way around. District officials must be trained in Andragogy theory for effective facilitation. |
| Document Type: |
article in journal/newspaper |
| Language: |
English, Old (ca.450-1100) |
| Relation: |
https://zenodo.org/records/7618713; oai:zenodo.org:7618713; https://doi.org/10.5281/zenodo.7618713 |
| DOI: |
10.5281/zenodo.7618713 |
| Availability: |
https://doi.org/10.5281/zenodo.7618713; https://zenodo.org/records/7618713 |
| Rights: |
Creative Commons Attribution 4.0 International ; cc-by-4.0 ; https://creativecommons.org/licenses/by/4.0/legalcode |
| Accession Number: |
edsbas.1EC3AAA7 |
| Database: |
BASE |