Abstract
The South African Education System perceives continuing professional development as
one of the tools that can be used to improve the quality of teaching and learning in South
African schools. Because of this, the conditions of service for teachers require that they
participate in teacher development activities. Within a three-year period, the South African
Council for Educators (SACE) recommends that teachers accumulate a minimum of 150
professional development points. However, there appears to be a gap between the
formulation, and the implementation of policies, which is particularly pronounced for
teachers working in rural schools. Based on this, this study sought to explore teacher
experiences in the implementation of Continuing Professional Teacher Development
(CPTD) in rural schools.
A generic qualitative method was employed, utilising semi-structured interviews and
document analysis from a sample of six Post Level 1 teachers across three rural primary
schools, with thematic analysis applied for data interpretation and analysis. Findings
revealed that teachers recognised their roles and responsibilities in relation to CPTD
implementation, including implementation through supporting other teachers and taking
the initiative to lead. Additionally, School Management Teams (SMTs) provided various
support mechanisms that made the teachers feel supported in implementing CPTD.
Nevertheless, the study also revealed that teachers in rural schools faced challenges
when they engaged in CPTD activities, thus hindering effective implementation. The study
further revealed that rural teachers’ CPTD priorities lie more psychological support and
inclusive education to support learners in rural schools.
The findings call for the School Management Teams (SMTs) to continue to find ways on
how teachers can be supported as they implement CPTD. Moreover, a needs-based
approach to CPTD was recommended as an effective way to determine the CPTD needs
and priorities of teachers in rural schools.