An investigation into factors militating against effective and efficient implementation of successful continuous professional development programmes in South African schools

Abstract

Continuous Professional Development (CPD) basically refers to continuing education and career training after a teacher has entered the workforce, in order to help the teacher to develop new skills and knowledge and stay up to date on career trends (Bernadine, 2019; Saleem, Guy & Dogar, 2021). Essentially CPD ensures that teachers continue to be proficient and competent in their profession while in turn furnishing students with skills and knowledge that would enhance learner progress and success. This study endeavours to contribute to developing knowledge in the field of CPD studies with a particular view on monitoring the impediments on effective implementation of CPD. The desktop research method was engaged. Basically, the desktop research involved collecting data from existing credible published resources. The authors sourced and reviewed literature on the topic from journal articles, published theses, books, magazines and newspapers. On the basis of the findings of this study, some recommendations were made. The primary recommendation of this study is to create CPD opportunities that promote teacher collaboration to inculcate a culture of colleagueship, trust and knowledge sharing.