Understanding Student Wellness in Continuous Teacher Professional Development Programs in Zimbabwe: A Multi-Dimensional Approach

Understanding Student Wellness in Continuous Teacher Professional Development Programs in Zimbabwe: A Multi-Dimensional Approach

Phumuzani Mpofu & Florence Sebele

Issue: Vol.6 No.15 Article 17 pp. 4443 – 4457
DOI: https://doi.org/10.38159/ehass.202561517| Published online 30th December, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study explores the wellness experiences of students enrolled in Continuous Teacher Professional Development Programs in Zimbabwe, using a multi-dimensional approach informed by Self-Determination Theory (SDT). As the demand for lifelong learning intensifies within the teaching profession, CPTDPs have emerged as critical pathways for professional growth. However, limited attention has been given to the wellness of students navigating these programs while balancing professional, academic, and familial responsibilities. Using a qualitative methodology, in-depth interviews were conducted with nine student teachers drawn from various institutions across Zimbabwe. The findings reveal that while students value the opportunity to advance professionally, they often face emotional, physical, and psychological strain. Key themes that emerged include role overload, time conflicts, inadequate institutional support, and constrained autonomy factors that impact motivation and overall well-being. Despite these challenges, students adopt coping strategies such as time management, peer support, and drawing strength from family and spirituality. The study underscores the need for CPTDPs to integrate wellness-sensitive designs that recognise the complexities of adult learners’ lived experiences. Recommendations include redesigning program structures to be more flexible and supportive, ensuring institutional responsiveness to student wellness needs, and fostering environments that enhance autonomy, competence, and relatedness, core SDT components. This research contributes to a deeper understanding of adult student wellness in professional development settings and advocates for more inclusive, human-centered program implementation frameworks in Zimbabwe and similar contexts.

Keywords: Adult Learners, Continuous Teacher Professional Development, Multi-Dimensional Approach, Student Wellness, Work-Study-Life Balance.

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ABOUT AUTHOR(S)

Dr Phumuzani Mpofu is an Educational Psychologist registered with the Eswatini Medical and Dental Council and currently a Postdoctoral Fellow at the University of the Witwatersrand. He holds a PhD in Educational Psychology from North-West University and has over 40 peer-reviewed journal publications and three book chapters. His research spans child development, parenting, gerontology, inclusive education, gender studies, sexual offences, psychological assessment, sustainable development, and corporal punishment. Dr Mpofu serves as Guest Editor for the International Journal of Studies in Psychology (2026 special issue), supervises postgraduate students at Unicaf University, and mentors PhD candidates and early-career researchers, particularly in Eswatini. With a professional background that began in school teaching and progressed to leadership roles in Zimbabwe and Eswatini, as well as research coordination in higher education, his long-term academic goal is to make a sustained scholarly contribution and attain full professorship.

Dr Florence Sebele is a Senior Lecturer at the National University of Science and Technology (NUST) in the Faculty of Science and Technology Education, Department of Art, Design and Technology Education. Her research focuses on teacher education and continuous professional development, with a strong emphasis on technical and vocational education, and she has published over ten peer-reviewed journal articles in this area. She has supervised and mentored more than seventy pre-service teachers and eight Master’s students, guiding several design process projects that address gaps in existing products through innovative, practical solutions. Dr Sebele has also contributed to strengthening institutional policies that enhance student learning and teaching effectiveness and serves as an External Examiner for Design and Technology in the Faculty of Teacher Education at the University of Zimbabwe, supporting the maintenance of high academic standards.

TO CITE ARTICLE

Mpofu, Phumuzani, and Florence Sebele. “Understanding Student Wellness in Continuous Teacher Professional Development Programs in Zimbabwe: A Multi-Dimensional Approach,” E-Journal of Humanities, Arts and Social Sciences 6, no. 15 (2025): 4414 – 4428, https://doi.org/10.38159/ehass.202561517.