Abstract:

This study explored the extent to which teachers’ constructions of continuing professional teacher development (CPTD) programmes are implemented to bring about quality education in the Amathole East Education District. CPTD is a programme based on the conviction that the quality of teachers influences the quality of learners’ performance. Quality education emanates from effective teachers who have undergone effective CPTD programmes. Hence professional development is meant to improve teacher classroom practices. The findings from this study indicated that although CPTD programmes are in place, teachers are faced with enormous challenges of learner performance as CPTD does not resolve classroom difficulties. Strategies for implementing CPTD programmes used do not impact on teacher classroom practices as the required outcomes of the CPTD projects in place are not forthcoming. The situation results to teachers not being motivated to attend out-of-school CPTD programmes as they feel not rewarded in terms of the programmes impact on their teaching practices. In addressing the research problem, this study was placed within an interpretive paradigm, allowing the use of a qualitative research design. The qualitative data was collected through the use of semi-structured interviews and document analysis. Thematic data analysis was used to analyse qualitative data.

Keywords:

Rural, constructions, quality, continuing professional teacher development.