This study explored the role of School Management Teams (SMTs) in leading and
managing school-based teacher professional development. This was a case study of three
schools from Mafukuzela-Gandhi circuit in Pinetown district. Participants comprised
twelve Principals, Deputy Principal, HODs and teachers who were involved in one-toone
interviews (for principals) and focus group interviews (for deputy principals, HODs
and teachers). Data were also collected through observations and document analysis.
According to the information from participants, school-based teacher professional
development is necessary because in schools there are unqualified teachers,
inexperienced teachers and teachers who qualified a long time ago. All these categories
of educators need to be trained and equipped with skills and knowledge that would
enable them to teach effectively and efficiently.
Findings show that SMTs hold meetings to identify specific problems facing teachers in
schools with the intention to assist teachers to overcome the problems they face, SMTs
organise school-based training workshops. The challenges that face SMTs in executing
school-based teacher professional development include: non-involvement of teachers in
decision-making; incompetence of some SMTs in running the workshops; lack of cooperation
from teachers and negative attitudes of some teachers who do not want to
change. The study concludes by suggesting a modified model of a professional
development design framework that can be utilised to minimise SMTs' challenges in
school-based teachers‟ professional development. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/9487 |
| Date | January 2012 |
| Creators | Dlamini, Nomusa Winnie. |
| Contributors | Chikoko, Vitallis. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0022 seconds