Educators’ perceptions of continuing professional development for teachers in South Africa: a qualitative study

Abstract

The effectiveness of educational reform initiatives depends on the quality of teachers. Professional development (PD) of teachers has therefore become a major focal point of school improvement initiatives. The National Policy Framework for Teacher Education and Development (2007) attempts to address the need for suitably qualified teachers in South Africa. The study discussed in this article was qualitative within purposefully selected schools. Its aim was to explain educators’ perceptions of continuing professional development in the light of the national policy. The following major findings emerged from the data analysis: (1) overall view of PD in the education system, (2) experience of types of PD programmes, and (3) impact of PD programmes on schools.