Teachers’ Perspectives on the Implementation of Continuous Professional Development in UMgungundlovu District in South Africa

Ntombeziningi Olgar Shange, Rachel Gugu Mkhasibe and Mncedisi Christian Maphalala

International Journal of Higher Education, 2025, vol. 14, issue 3, 72

Abstract: The Department of Basic Education in South Africa has sound policies, vision, and mission statement to guide their schools to achieve their prospective goals. The South African Council of Educators’ policy manages implementation of Continuous Professional Development to guarantee teachers’ effectiveness over time. However, although Continuous Professional Development has long been in effect, it is still not clear how its implementation phase has taken its course and how teachers respond to its objectives. This study aimed to determine teachers’ perspectives on the nature of Continuous Professional Development implementation in uMgungundlovu District in South Africa. Using an interpretive qualitative research approach, data was collected from 21 teachers who were randomly selected in the three Circuit Management Centres in uMgungundlovu District using documents analysis, in depth interviews and focus group discussions. The findings revealed that there was no compliance with the South African Council of Educators policies to implement Continuous Professional Development. This non-compliance resulted in Continuous Professional Development becoming ineffective, which may impact on teachers’ effectiveness in their teaching.

Date: 2025
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