This study aimed to explore teachers' perceptions on the effectiveness of the academic and short-learning skills development programmes for teachers in the Ehlanzeni District. The skills development programmes focused on new content knowledge as well as teaching strategies. The study adopted a qualitative research approach. Purposive sampling was adopted to select participants. Semi-structured interviews were conducted with 18 teachers. The qualitative data collected from the participants were analysed using thematic analysis, which allowed for the development and categorisation of themes. The study's key findings indicated that there is a culture of non-compliance with the integrated quality management system (IQMS), which is used as a framework to train and develop teachers, as well as biased nomination methods. Additionally, the study noted misalignment between the training goals and needs of schools. The suggested recommendations include compliance with IQMS requirements, developing formal selection criteria, and aligning training goals with school needs.
TopIntroduction
The Mpumalanga Department of Education (MDE) is tasked with managing and delivering education in the Mpumalanga Province. The provision of education is done by supporting and overseeing the delivery of curriculum in schools. The MDE’s ability to fulfil this mandate is debated continuously due to the decline in the quality of learning and teaching. The Department of Finance reported that only 22.3% of the population in Mpumalanga completed matric, and the low percentage level was attributed to the decline of quality education (Department of Finance, 2018). Intense provincial and national discussions have revolved around the efficacy of the support provided to teachers responsible for the process of learning and teaching (South African Democratic Teachers’ Union, 2017).
In response to the declining quality in curriculum delivery, the MDE implemented different strategies to address the teaching and learning problems identified by the South African Democratic Teachers’ Union (SADTU), and the Socio-Economic Review and Outlook report issued by the Mpumalanga Department of Finance (SADTU, 2017; Department of Finance, 2018). One of the strategies that was implemented by the MDE focused on ensuring that teachers are competent in teaching strategies or methodologies and content delivery (MDE, 2019). Teacher competencies are influenced by implementing organisational training through skills development initiatives and programmes (Tulu, 2019). Several authors have established that teachers must fulfil various roles, including that of being a subject specialist, pointing to the need for continuous professional development and training (Ulubey, Yildirim, Alpaslan & Aykac, 2017). Bantwini (2019) asserted that schooling institutions that do not develop a learning and collaboration culture are less likely to achieve meaningful changes in day-to-day teaching activities.
Studies on the professional development of teachers have established that the achievement of educational mandates and outcomes depend on the efficacy of skills development programmes on productivity (Tuncel & Cobanoglu, 2018; Nzarirwehi & Atuhumuze, 2019; Ajani, 2018). Teacher development initiatives, usually done through programmed instruction and team training, are critical drivers of schooling excellence (Tulu, 2019). Studies have shown that teachers' professional development is widely used to advance teaching practices in an attempt to improve the teaching and learning process (Bantwini, 2019; Nzarirwehi & Atuhumuze, 2019; Ulubey, Yildirim, Alpaslan & Aykac, 2017). The evidence is constant in demonstrating that teacher deficiencies can be uniformly addressed through competency development for various instructional improvements (Thannimalai & Raman, 2018). The MDE adopted the teacher professional development approach to improve performance and develop teachers' critical competencies to manage teaching and learning (MDE, 2019).
Quality education or quality teaching and learning involves teacher competencies in curriculum delivery strategies, good teaching practices, and management of the teaching and learning process (MDE, 2019). MDE developed teacher competencies through professional development on academic content programmes and short learning programmes that focused on teaching strategies (MDE, 2019). Consequently, the aim of the study was to gain insight into teachers’ perceptions and establish whether skills development programmes effectively supported teachers’ teaching practices as well as the learning and teaching process in schools. The actuality of the current study was to contribute to the knowledge base by exploring teachers' perceptions on the effectiveness of skills development programmes. The attempt was made by investigating whether the MDE’s skills development programmes were regarded by teachers as supporting and improving the learning and teaching process.
The study was informed by the following research questions:
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What is the purpose of skills development programmes for teachers in the Ehlanzeni District?
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What are the benefits of skills development programmes for teachers in the Ehlanzeni District?
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What are the factors that are preventing the skills development programmes from being effective for teachers in the Ehlanzeni District?
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How can the skills development programmes be effectively used to enhance teaching and learning in the Ehlanzeni District?