Abstract
This article reports selected findings from a larger qualitative study which explored how curriculum coordinators and school management teams managed teachers’ continuing professional development for curriculum reform implementation. Respondents were purposively sampled from education area offices and secondary schools in the North-West Province in South Africa. Data were collected through interviews and document analysis and analysis thereof followed Tesch’s open coding method. Findings suggest that teachers’ continuing professional development is ineffectively managed. Some flawed management practices and systemic barriers that emerged as underlying infective management are outlined. Pertinent recommendations are made. DOI: 10.5901/mjss.2013.v4n13p617
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