Abstract:
Professional development has proved to be a key aspect in maintaining standards of
teaching and learning; it is also needed to address change and development in the
education system. However, there seems to be some oversight in terms of the need for
professional development within the school system. This study aimed at investigating how
school management teams manage the professional development of teachers in schools
in the Ekurhuleni District in the Gauteng Province. Five secondary schools within the
district were involved in the study. A total of fifteen participants were purposively selected
to participate in the study. A head of department, a teacher and either the deputy principal
or another educator who was involved in the professional development of teachers from
each of the five schools were selected for the study. Data collection methods included
semi-structured interviews and document analysis. During the semi-structured interviews
the researcher was able to obtain rich data related to the experiences of participants
regarding professional development and its management. The data obtained from the
semi-structured interviews was compared with findings from the document analysis to
enhance the trustworthiness of the research findings. The findings of the study reflect a
lack of formal professional development in the school context. The reason for inadequate
or no professional development of teachers stems from multiple factors, such as a lack
of understanding of the concept of professional development; the lack of clear guidelines;
and a lack of various resources needed to implement professional development as well
as the management of the professional development process. This study recommends
that collaboration between all stakeholders should be undertaken to compile specific
management guidelines and practices which may be implemented in schools to
encourage and support the professional development of teachers.
