Teacher professional development activities in Africa: Insights from South African high school teachers’ experiences

The significance of professional development in the educational system cannot be overstated as it has a direct impact on the quality of teaching and learning. Furthermore, it has the potential to shape the classroom practices and performances of teachers. Teachers participate in diverse professional development endeavours to enhance their instructional methodologies. The efficacy of said activities is contingent upon their influence on pedagogical practices within the classroom. The process of selecting three department heads and five teachers from a pool of eight public high schools in the King Cetshwayo District of KwaZulu-Natal Province was conducted through purposive means. The present study employed a qualitative research methodology to gather data from a sample of economics teachers. Specifically, semi-structured face-to-face interviews were conducted with five teachers from each of the five schools. Additionally, a focus group interview was conducted with the three heads of departments (HoDs) from three high schools, which were selected based on convenience. The Andragogy theory served as a theoretical framework that formed the basis for the professional development activities of teachers. The data that was gathered has been presented thematically and through interpretation. Teachers expressed dissatisfaction with the insufficient and sporadic professional development opportunities they have participated in. The training sessions and workshops failed to cater to the specific requirements of the classroom and were conducted during hours that caused interference with their classroom engagements. The teachers expressed the belief that their professional requirements should be evaluated through consultation, assessment, or observation by senior teachers or Heads of Departments. It is recommended that teachers receive regular training and workshops on a termly basis, with sufficient support provided to ensure their attendance. Effective monitoring and follow-up procedures are imperative for the achievement of favourable outcomes in professional development. Key Words:Classroom practices, one-size-fits-all, monitoring, professional development, regular, follow-Up