Teachers’ professional development in South African high schools : how well does it suit their professional needs?

Teachers attend various professional development activities to improve their classroom practices. However, the effectiveness of these activities depends on the impact on classroom teaching. The selection of three heads of departments and five teachers from eight public high schools in King Cethswayo District in KwaZulu-Natal Province was purposive. Using the qualitative research approach, data were collected through a semi-structured face to face interview with five economics teachers at each of the five schools while a focus group interview was conducted in a convenient school with the three heads of departments (HoDs) from three high schools. Andragogy theory was used as a theoretical framework that underpins teachers‘ professional development activities. The collected data that were thematically and interpretively presented. Teachers disapproved of the inadequate and irregular training and workshops they have attended. The training and workshops did not address their classroom needs, and were held at times that disrupt their classroom activities. The teachers felt they should be consulted, assessed or observed by senior teachers/HoDs to determine their professional needs. Adequate training and workshops should be designed for teachers every term while adequate support should be provided to teachers to attend workshops and training regularly. Adequate monitoring and follow-ups are essential to the success of any professional development.