Exploring Principals’ Perceptions of Continuing Professional Teacher Development (CPTD) in Mpumalanga Province

Amos  Simelane; Emmanuel  Mutambara

doi:10.36941/jesr-2022-0086

Authors

Amos Simelane Masters Graduate from University of KwaZulu Natal, 238 Mazisi Kunene Rd, Glenwood, Durban, 4041, South Africa
Emmanuel Mutambara Academic at University of KwaZulu Natal, 238 Mazisi Kunene Rd, Glenwood, Durban, 4041, South Africa

DOI:

https://doi.org/10.36941/jesr-2022-0086

Keywords:

Professional teacher development, South Africa, performance measurement, Whole School Evaluation Policy, Quality Management System

Abstract

The primary purpose of the study was to explore the principals' perceptions of the Continuing Professional Teacher Development (CPTD) in Mpumalanga province. Participants were selected using the convenience sampling method, and a total of ten school principals were selected based on geographical proximity, knowledge and inclination to participate in the study. The study was qualitative using the interpretivism philosophy. Semi-structured interviews with open-ended questions were used as data collection instruments. Data were analysed using the NVIVO qualitative data analysis software. The study findings revealed that half of the participants had positive perceptions of the CPTD management system while the remaining half viewed CPTD negatively in its current form.

Received: 19 November 2021 / Accepted: 22 February 2022 / Published: 5 May 2022