Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District
Habasisa Vincent Molise 
, Malose Isaac Kola & Mohammed Xolile Ntshangase
Issue: Vol.4 No.13 Article 15 pp.1567-1580
DOI: https://doi.org/10.38159/ehass.202341315 | Published online 10th January, 2024
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth than a statistical narrative. Within this study, a case study methodology involving six participants was selected through purposive sampling and snowballing from one school in the Thabo-Mafutsanyane district. The collected data through semi-structured interviews with those six participants was subjected to thematic analysis. This study is important as it shows that healthy school relations are gravely significant for the success of CPTD and that there is a dire need for subject advisors to harmoniously work together with teachers to ensure CPTD programs are effectively implemented.
Keywords: Healthy School Relations, Quality Teaching, Continuing Professional Development, Relational Leadership
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Habasisa Molise (PhD Student) is a Lecturer: School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a Master’s Degree in Curriculum Studies. His research interests focus on Commerce Education.
Malose Kola is an Associate Professor: School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a PhD in Education Studies. His research interests focus on Technology Education.
Mohammed Xolile Ntshangase (PhD Student) is a Lecturer: School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a Master’s Degree in Philosophy of Education. His research interests focus on African Philosophy.
Molise, Habasisa Vincent, Kola, Malose Isaac & Ntshangase, Mohammed Xolile. “Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1567-1580. https://doi.org/10.38159/ehass.202341315
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
