Abstract
The National Policy Framework for Teacher Education and development provides guidelines pertaining to the development of teachers in schools. The aim of the policy is to provide strategies for the professional development of teachers as a means to enhancing their professional performance and competence.The purpose or research question; What are the perceptions and experiences of female primary school management team members of their continuing professional development in Johannesburg north? The study employed Organisational Behaviour and Theory in Education as a theoretical framework. A qualitative research approach was applied.
The data was collected through the utilisation of structured individual interviews and a focus group. A thematic data analysis was applied. The participants in this study were seven female school management team members. Three main themes and 11 sub-themes emerged from the thematic analysis. The themes of the thematic analysis all related to the school management team members’ perceptions of continuing professional development, experiences of their continuing professional development activities as well as the factors that are inhibitors of their continuing professional development.
The findings of this study revealed that female school management team members perceive and experience their continuing professional development (CPD) as a developmental, learning and a career enhancement tool. CPD is valued by female school management team members as they intimated that there was a decided need for CPD. Female SMT members have both positive and negative perceptions and experiences regarding the IQMS...
M.Ed.