Challenges Impeding the Implementation of Effective Continuous Teacher Professional Development Programs in Eastern Cape Department of Education

Abstract

Training opportunities are essential for introducing teachers to effective instructional strategies and pedagogical approaches. Teachers need access to professional development programs that promote knowledge and skills acquisition to improve learner performance. Due to a lack of training, school administrators frequently misinterpreted key elements of the teaching and learning process and failed to understand the objectives and requirements of the new curriculum. To increase the ability and competency of educators in the province, it is the goal of this article to identify obstacles preventing the Eastern Cape Department of Education from implementing training programs effectively. This study utilises a descriptive and explanatory qualitative case study. Data was collected using interviews with five (5) (n-5) key informant participants. The findings indicate that Human Resource Development lacked competitive and practical skills development programs, resources (finance), capacity, low participation from educators, effective human resource strategy and training opportunities for educators, leading to poor learner results throughout the province. ECDoE is recommended to implement well-designed professional development programs which align with the curriculum and educational objectives of the National Department of Basic Education. By focusing on specific areas of need, such as literacy, numeracy, or inclusive education, these programs can address critical challenges faced by teachers and students in the province. The study suggests that ECDoE can implement competitive training programs, develop a comprehensive human resource development strategy, hires well-skilled trainees and training opportunities should be given to all educators in the province.