Teachers’ perceptions of continuing professional development programmes in South Africa: a qualitative study

Abstract

Effective professional development programmes help teachers to acquire the most recent knowledge of subjects and to use appropriate techniques to enhance student learning. The National Policy Framework for Teacher Education and Development attempts to address the need for suitably qualified teachers in South Africa. This qualitative inquiry aims to explain staff’s perceptions of the provision of continuing professional development programmes in the light of the mentioned policy. The following two main categories have emerged from the data analysis: the provision and logistics of effective professional development programmes.