Teachers’ Professional Development in Zambia: Perceptions and Practices
Keywords:Teacher Professional Development, Teacher Perceptions, Secondary School, Zambia
This study aimed to explore teachers’ perceptions and practices in professional development (PD) activities and the impact of PD on their professional growth. A descriptive mixed-method design was utilized, and the study sample of seven hundred (700) respondents from four primary schools was selected randomly. The results indicate that the program is charming and perfectly designed for the professional development of Zambian teachers; however, there are many flaws in the various steps of the program's implementation, which seem to fail PD activities in teacher training, as the transfer of exercise was found to be very ineffective. The results show that teachers perceived PD as being significant because it improves the teacher's pedagogical knowledge, teaching skills, and updating content knowledge. The results show that the predominant PD practices in schools were workshops, in-service training, and continuing learning. This study argues that PD enhances teachers' pedagogical knowledge, content knowledge, and career growth.
Arrieta, G. S. . (2021). Curriculum Evaluation: Inputs for Principal’s Instructional Leadership. International Journal of Social Learning (IJSL), 1(2), 147–162. https://doi.org/10.47134/ijsl.v1i2.45.
Banda, B. (2014). Continuing Professional Development through Sustainable In-service Teacher Training Systems in Kenya, Malawi, and Zambia. Conference: ATLAS.ti User Conference 2013 : Fostering Dialog on Qualitative Methods, 1-17.
Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129–139. https://doi.org/10.1016/j.tate.2016.04.009.
Harris, J., Cale, L., & Musson, H. (2011). The effects of a professional development programme on primary school teachers’ perceptions of physical education. Professional Development in Education, 37(2), 291–305. https://doi.org/10.1080/19415257.2010.531973.
Haji Musa, N. binti. (2020). Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia. International Journal of Social Learning (IJSL), 1(1), 1–14. https://doi.org/10.47134/ijsl.v1i1.3.
Hayuhantika, D. (2017). Scientific Paper Writing Training as an Effort to Develop the Professionalism of Ngunut 3 Middle School Teachers. Jurnal Pengabdian Kepada Masyarakat, 5(1).
Jin, L., Banda, L. O. L., Banda, J. T., & Hui, Z. W. (2021). Learner support and professional development during teaching practice? Should supervisors be subject specialists or any lecturers? Research Square Platform LLC. http://dx.doi.org/10.21203/rs.3.rs-1139179/v1.
Josephine Kabila, Anolt L. H. Moonga, Mirriam Sampa Moonga. Lusaka Central Zone Teachers’ Perspectives on Continuing Professional Development. International Journal of Humanities Social Sciences and Education (IJHSSE), 5(6), 15-22. doi: http://dx.doi.org/10.20431/2349-0381.0506003.
King, F. (2016). Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development, 20(4), 574–594. https://doi.org/10.1080/13664530.2016.1161661.
Kasemsap, K. (2017). Teacher education and teacher professional development. In Handbook of Research on Teacher Education and Professional Development, 112–137. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch007.
Muyunda, G. (2022). Continuous professional development: Perceptions of secondary school teachers in Zambia. Electronic Journal of Education, Social Economics and Technology, 3(1), 1–7. https://doi.org/10.33122/ejeset.v3i1.47.
Muyunda, G. (2021). Re-entry policy implementation effectiveness. International Journal of Asian Education, 2(2), 167–181. https://doi.org/10.46966/ijae.v2i2.151.
Perry, E. (2022). Teacher professional development in changing circumstances: The impact of COVID-19 on schools’ approaches to professional development. Education Sciences, 13(1), 48. https://doi.org/10.3390/educsci13010048.
Perry, C., & Ball, I. (1998). What do teachers really know about work? professional development through education-industry links. Teacher Development, 2(1), 73–86. https://doi.org/10.1080/13664539800200038.
Puspitasari, W., et.al. (2019). The Influence of Teacher Professional Perceptions and Effectiveness of Field Experience Practices on Teacher Readiness with Self-Efficacy as Intervening Variables. Economic Education Analysis Journal, 8(3).
Rasyid, A. (2015). Fungsi Kelompok Kerja Guru (Kkg) Bagi Pengembangan Keprofesionalan Guru Sekolah Dasar. Portal Jurnal Elektronik Universitas Negeri Malang, 24(2).
Ross, J. A., Hogaboam-Gray, A., & Bruce, C. (2006). The impact of a professional development program on student achievement in grade 6 mathematics. Journal of Mathematics Teacher Education, 9(6), 1–27. https://doi.org/10.1007/s10857-006-9020-x.
Thompson, M., Guest Edit. (2009). Professionalism and professional development. Professional Development in Education, 35(2), 169–174. https://doi.org/10.1080/19415250902850981.
Waring, M., & Evans, C. (2014). Understanding Pedagogy: Developing a critical approach to teaching and learning. Routledge.
Zhong, W., Muyunda, G., & Cheng, J. (2021). Epistemological beliefs and conceptions about language teaching and learning: A study of secondary school non-native learners and teachers of Mandarin Chinese in Zambia. Asian-Pacific Journal of Second and Foreign Language Education, 6(1). https://doi.org/10.1186/s40862-021-00117-2.