Mpumalanga secondary school teachers’ experiences of professional development initiatives for improved classroom practice
| dc.contributor.author | Magagula, Nephtal Dumisan | |
| dc.contributor.supervisor | Pillay, Pundy | |
| dc.date.accessioned | 2023-02-27T05:54:16Z | |
| dc.date.available | 2023-02-27T05:54:16Z | |
| dc.date.issued | 2022 | |
| dc.description | A research report submitted as a 50% requirement for the degree of Master of Management (Public and Development Sector Monitoring and Evaluation) to the Faculty of Commerce, Law and Management, University of Witwatersrand, 2022 | |
| dc.description.abstract | In spite of the introduction of various teacher development policies and the investment of huge resources into professional and academic development of teachers in South African schools, poor learning outcomes still dominate the public schooling system. The purpose of this descriptive study was to describe the Mpumalanga secondary school teachers’ experiences of professional development initiatives in terms of usable and transferrable knowledge and skills for improved classroom practice. One of the main findings of the research was that the professional teacher development initiatives, as experienced by the sampled teachers, have positive developmental effects on the professional growth of teachers in general. It was also established that the two main challenges that discouraged teachers from attending the initiatives were their non-involvement in planning and facilitation of the initiatives. Therefore, their experiences, whether positive or negative, are dependent, inter alia, on them being involved at the initial conception and implementation of such programmes. | |
| dc.description.librarian | PC(2023) | |
| dc.faculty | Faculty Commerce, Law and Management | |
| dc.identifier.citation | Magagula, Nephtal Dumisan. (2019). Early-stage entrepreneurs’ marketing activity in South Africa [Master’s dissertation, University of the Witwatersrand, Johannesburg]. WireDSpace.https://hdl.handle.net/10539/34671 | |
| dc.identifier.uri | https://hdl.handle.net/10539/34671 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | © 2022 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | Wits Business School | |
| dc.subject | Teacher development policies | |
| dc.subject | academic development | |
| dc.subject | Mpumalanga secondary school teachers | |
| dc.subject | Classroom practice | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | Mpumalanga secondary school teachers’ experiences of professional development initiatives for improved classroom practice | |
| dc.type | Dissertation |