The Missing Link: Understanding Teacher Engagement in Mathematics Professional Development Programmes in South Africa

The Missing Link: Understanding Teacher Engagement in Mathematics Professional Development Programmes in South Africa

Shakespear M. Chiphambo

Issue: Vol. 7 No. 1 2026 Article 9 pp.123 -140
DOI : https://doi.org/10.38159/jelt.2026719 Published online 27th February 2026.

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ABSTRACT

Professional development programmes play a crucial role in enhancing the instructional practices of mathematics teachers and student learning outcomes. This study examined the factors that influence the engagement levels during professional development programmes in South Africa. Grounded in Knowles’ andragogy theory, which emphasises self-directed learning and experience-based instruction for adult learners, the study explored how teacher engagement intersects professional growth. Through a systematic literature review and thematic analysis of 44 recent studies from 2014-2025, the research identified patterns, theoretical perspectives, and critical gaps in professional development implementation. The analysis revealed five key themes: content relevance, delivery competence, institutional support, continuous learning approaches, and engagement strategies. The findings indicate that successful professional development requires alignment between content and classroom realities, skilled facilitation, strong institutional support, and opportunities for continuous learning. Critical gaps emerged in longitudinal impact studies and cross-cultural applications. The study concludes that effective professional development requires a balanced approach that integrates theoretical frameworks with practical implementation strategies. This research contributes to the academic literature by synthesising current knowledge on the effectiveness of professional development, identifying research gaps, and providing evidence-based recommendations for programme design and implementation, particularly in resource-limited educational contexts.

Keywords: Development, Engagement, Professional, Teachers

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AUTHOR(S)

Professor Shakespear Maliketi Chiphambo (PhD, M.Ed., B.Ed Honours, B.Ed., PGDip. Ed., Dip.Ed) is a Mathematics Education Lecturer at Walter Sisulu University (WSU). He has over 30 research publications, including research and book chapters in different peer-reviewed journals and edited books. Attended and presented at both international and national conferences. He has been serving as a research paper reviewer for the South African International Conference in Education (SAICEd), The 11th European Conference on Education, Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE), National Research Foundation (NRF), Pythagoras journal, Walter Sisulu University, Journal of Education (Journal of the SA Education Research Association (SAERA)) and African Evaluation journal. He is interested in education research with a focus on teaching and learning of geometry and measurement, and early childhood education.

TO CITE ARTICLE

Chiphambo, Shakespear M. “The Missing Link: Understanding Teacher Engagement in Mathematics Professional Development Programmes in South Africa.” Journal of Education and Learning Technology 7, no.1 (2026): 123 – 140. https://doi.org/10.38159/ehass.2026719