Managing the continuous professional development of foundation phase teachers in primary schools in the Gauteng East District

Abstract

This study investigated how continuous professional development (CPD) of Foundation Phase (FP) teachers is managed in primary schools in the Gauteng East District. This was done to find out how CPD is currently managed, why CPD is so important for FP teachers in particular, and to establish how FP teachers in this district perceive and benefit from the process of CPD. Furthermore, it aimed to identify factors that can possibly be a barrier to the implementation of an effective professional development programme for FP teachers in the district, and to determine how to effectively manage these factors in the Gauteng East District. This study was a qualitative study. Foundation Phase teachers, departmental heads and a school principal were interviewed and participated in a focus group discussion. Document analysis was employed as a research tool to gain a deeper understanding of the policies and regulations related to the management of continuous professional development. The theoretical framework for this study was underpinned by three theories: the andragogy theory by Malcolm Knowles, transformative learning theory by Jack Mezirow, and instructional leadership theory. These theories provided a lens through which the data was interpreted and enabled a deeper understanding of how adult learning principles and school leadership practices influence the management of CPD. This study revealed that the management of CPD needs to be cautiously planned and successfully implemented to the benefit of the school, educators and learners. Professional development activities equip educators with the knowledge and skills required to keep up with changes taking place in the education system. The success of educator development programmes can improve by adopting a collaborative approach, setting a clear vision, and ensuring that post-evaluation training is taking place. Effective leadership is vital to continuously monitor the outcomes of professional development programmes. Key findings of the study revealed that the management of CPD was inconsistent and lacked strategic planning. FP educators in the Gauteng East District do not receive adequate training during professional development sessions. In addition, training institutes for student teachers do not prepare future teachers for the reality of various classroom challenges. Furthermore, policies for professional development of educators are not well known to iv principals. A clear understanding of CPD expectations is needed to enhance the management of CPD programmes for FP educators. Principals and the School Management Team (SMT) members need to be equipped with skills and policy knowledge to lead and manage CPD programmes. To bridge the gap between university training and real-world teaching, educators should engage in hands-on activities during CPD training. This will lead to a clearer understanding of how to apply new strategies in their own classroom, leading to improved teaching quality and better learning experiences for learners. Additionally, practical engagement solidifies theoretical knowledge, ensuring that teachers can immediately apply what they have learned. A clear understanding of CPD expectations will enhance the management of CPD programmes for FP educators. It will also lead to effective implementation of CPD programmes. The study contributes to understanding how CPD is managed in the Gauteng East District, and it highlights the importance of aligning adult learning principles with effective instructional leadership to foster meaningful and sustainable professional development.