Perceptions of the School Management Teams on the Continuous Professional Development of Information Communication Technology Educators: A Human Capital Development Analysis of a South African School

Abstract

Continuous professional development (CPD) in the context of a school is the enhancement of educators’ skills, academic qualifications and the up-skilling of their knowledge and competencies in the domains in which they operate. The purpose of this study is to explore how the CPD of ICT educators informs the achievement of the vision and mission of the school as a learning organization. The vision for this school where the study was conducted is to be the best performing and well sought after school in the province while its mission is to ensure that educators use ICT not only for administrative purposes but also as an important tool in the mediation of teaching and learning for a diversity of learners in the classroom. The data collection for this study was conducted using semi-structured individual interviews and observations with a total sample size of 10 ICT educators and members of the school management team (SMT) purposively sampled. The analysis of findings followed a thematic approach. Using the human capital development perspective as the lens for analysis the study was able to unmask the challenges endured by educators and the SMTs in their quest to improve learning outcomes in ICT. The qualitative case study design genre adopted for this study enabled the unmasking of challenges embedded in some school leadership approaches used by principals. Among these challenges or barriers are the ignorance of ICT educators to fully utilize computers to promote effective teaching and learning. The recommendations made from this study include is that school principals and or SMTS need to view themselves as coaches and adopt the game plan metaphor approach so that just as a coach has to plan strategies to mentor players to win the game, they also link and intertwine their leadership styles with a desire for effective organizational behaviour to make sure their team players (ICT educators) are fully prepared for the game plan, which implies ensuring CPD for successful ICT teaching and learning culminating in improved school effectiveness.

DOI: 10.5901/mjss.2014.v5n27p931