Continuinng professional development of teachers in Junior Secondary Schools in Northern Botswana

Abstract

The main purpose of this study was to investigate the factors that impede continuing professional development of teachers and the availability of structures or programmes that facilitate teacher development in selected Junior Secondary Schools in the Northern region of Botswana. The theoretical framework of this study was underpinned by the constructivist learning and the adult learning theories. The principles of these two theories provided the basis for the proposed model emerging from this study. The study was both quantitative and qualitative in nature. A questionnaire was developed and used to collect data. Two hundred and forty copies of the questionnaire were distributed to seven sampled schools in Francistown. The questionnaire was completed by teachers. The study also included an interview schedule. The researcher used a semi-structured interview schedule to gather data. The researcher interviewed four teachers, four senior teacher staff development, and four school heads of the seven schools in Francistown. The interviewees were randomly selected from the seven schools in Francistown. A computer aided statistical analysis was used to analyse the data collected. The outcomes revealed that there are factors that impede the continuing professional development of teachers in Junior Secondary Schools. The study also established inadequacy of structures or programmes in schools which facilitate continuing professional development of teachers. Based on the outcomes of the study and reviewed literature, appropriate models for enhancing the continuing professional development of teachers in selected junior secondary schools in the Northern region in Botswana were proposed.