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Investigating teachers' perceptions of self-initiated professional development
Dissertation (MEd (Educational Management and Leadership))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613513079324672 |
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| access_status_str | Open Access |
| author2 | Phatlane, Rakgadi Sophy |
| author_browse | Phatlane, Rakgadi Sophy |
| author_facet | Phatlane, Rakgadi Sophy |
| collection | Thesis |
| dc_rights_str_mv | © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Educational Management and Leadership))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/82818 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:20.380Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/82818 Investigating teachers' perceptions of self-initiated professional development Phatlane, Rakgadi Sophy bridgetasong@yahoo.com Sehoole, Molatlhegi Trevor Chika Asonglefac, Bridget UCTD Self-initiated professional development Teacher professional development Professional development Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Dissertation (MEd (Educational Management and Leadership))--University of Pretoria, 2021. Teacher professional development has increasingly gained priority in educational policies and practice. However, existing models have often been condemned for being top-down and ineffective. Recently, self-initiated professional development has been acknowledged and is more relevant with teachers taking responsibility in identifying their own developmental needs. This teacher-centred learning, originating from adult learning theory of andragogy, confirms teachers’ independence in initiating self-initiated professional development. The purpose of this study was to find out teachers’ perceptions and experiences in self-initiating their professional development, how teachers perceive the effectiveness of the self-initiated approach and how it is incorporated into their practice. A qualitative case study research, nested in an interpretivist paradigm, was conducted with twelve purposively selected in-service high school English language teachers in government schools in the Tshwane South District of Gauteng to determine teachers’ perceptions of self-initiated professional development initiatives. Data collected through document analysis and interviews were thematically analysed. It emerged that although HODs and teachers were positive about engaging in self-initiated professional development, some teachers regard it as a foreign concept while others engage in it inadvertently. At this stage, self-initiated professional development is not well integrated with the current professional development models. It is suggested that in order for professional development to positively influence the quality of education in South Africa, the Department of Basic Education needs to firstly consult with the teachers to determine their developmental needs and secondly, to monitor that the process. In addition, accountability needs to be enforced so that the implementations of the various types of professional development activities influence the provision of quality teaching and learning. KEY WORDS: Self-initiated professional development, teacher professional development, professional development. bs2026 Education Management and Policy Studies MEd (Educational Management and Leadership) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-16: Peace, justice and strong institutions 2021-11-24T13:14:21Z 2021-11-24T13:14:21Z 2022-04 2021 Dissertation * A2022 http://hdl.handle.net/2263/82818 en © 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Self-initiated professional development Teacher professional development Professional development Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 Investigating teachers' perceptions of self-initiated professional development |
| title | Investigating teachers' perceptions of self-initiated professional development |
| title_full | Investigating teachers' perceptions of self-initiated professional development |
| title_fullStr | Investigating teachers' perceptions of self-initiated professional development |
| title_full_unstemmed | Investigating teachers' perceptions of self-initiated professional development |
| title_short | Investigating teachers' perceptions of self-initiated professional development |
| title_sort | investigating teachers perceptions of self initiated professional development |
| topic | UCTD Self-initiated professional development Teacher professional development Professional development Education theses SDG-04 Education theses SDG-08 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/82818 |