Research Article
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Year 2019, Volume: 11 Issue: 1, 74 - 100, 01.01.2019

Abstract

References

  • Angrist, D. & Lavy, V., (2001) Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools. Journal of Labour Economics, Vol. 19 (2) 343-369.
  • Department of Basic Education. (2015) Annual Performance Plan 2015 – 2016 Pretoria: Department of Basic Education Republic of South Africa, Online http://www.education.gov.za/Portals/0/Documents/Reports/DBE%20APP%20201 5-16.pdf?ver=2015-03-20-153734-927. Accessed 26.03.2017.
  • Hardy, I., & Lingard, B. (2008) Teacher professional development as an effect of policy and practice: a Bourdieuian analysis. Journal of Education Policy, 23(1), 63-80.
  • Health Professions Council of South Africa. (2014) Continuing Professional Development Guidelines for the Health Care Professionals, Pretoria: Health Professions Council of South Africa, Online https://www.saphysio.co.za/media/83652/cpd-hpcsa-cpd-guidelines.pdf Accessed 20.03.2017.
  • Hochberg, E.D. and Desimone, L.M. (2010) Professional Development in the Accountability Context: Building Capacity to Achieve Standards. Educational Psychologist 45: 89-106.
  • Jones B.D. (2017) Behavioral rationality as a foundation for public policy studies. Cognitive Systems Research 43: 63-75.
  • Lint, W.D. (1998). Regulating Autonomy: Police discretion as a problem for training. Canadian Journal of Criminology: Revue canadienne de eriminologie, 2, 277-304.
  • Lipsky M. (2010) Street-level Bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage Foundation.
  • Ngidi, D.P. (2005). Evaluation of the Effectiveness of the Competencies of the NPDE Programme. South African Journal of Education, 25(1), 34-37.
  • Simon, H. (1944) Administrative behavior. A study of decision-making processes in administrative organization. New York: Free Press.
  • Simon, H. (1997). Administrative Behaviour (4th edition). New York: The Free Press.
  • South African Council for Educators. (2013) CPTD Management System Handbook: South African Council for Educators, Online http://sace.org.za/assets/documents/uploads/sace_30373-2016-08-31- CPTD%20Handbook.pdf Accessed 25.03.2017.
  • Taylor, F.W. (1914) Scientific management. The Sociological Review 4 (7): 266- 269.
  • Wilkinson, K. (2016) GUIDE: Assessing South Africa’s schooling system: Africa Check, Online https://africacheck.org/factsheets/guide-assessing-south-africasschooling-system/ Accessed 25.03.207

ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA

Year 2019, Volume: 11 Issue: 1, 74 - 100, 01.01.2019

Abstract

Many institutions have embraced professional development as a way of capacity
building in response to external accountability imperatives. Predicated on an
envisaged linear relationship between CPD and educational outcomes, which
assumes that an improvement in teachers’ content and pedagogic knowledge
would result in the improvement of educational outcomes, the Department of
Basic Education devotes an enormous amount of resources to CPD. This paper
sought to elicit the understandings of educators regarding the implementation and
effectiveness of CPD in the South African Education system using a case study of
uMgungundlovu District in KwaZulu-Natal. Using a mixed methods approach,
the study conducted in-depth interviews with 15 purposively selected school
principals and 100 questionnaire surveys with teachers. The study found that CPD
is implemented as an accountability mechanism with much success. However, a
significant number of respondents reported that they do not use what they learn
from such CPD. The findings of this research provide profound insights for
training and development in the public sector. Unless the public sector adopts a
systematic CPD that is informed by needs analysis and facilitated by competent
practitioners, quality education and efficient service delivery will not be attained.  

References

  • Angrist, D. & Lavy, V., (2001) Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools. Journal of Labour Economics, Vol. 19 (2) 343-369.
  • Department of Basic Education. (2015) Annual Performance Plan 2015 – 2016 Pretoria: Department of Basic Education Republic of South Africa, Online http://www.education.gov.za/Portals/0/Documents/Reports/DBE%20APP%20201 5-16.pdf?ver=2015-03-20-153734-927. Accessed 26.03.2017.
  • Hardy, I., & Lingard, B. (2008) Teacher professional development as an effect of policy and practice: a Bourdieuian analysis. Journal of Education Policy, 23(1), 63-80.
  • Health Professions Council of South Africa. (2014) Continuing Professional Development Guidelines for the Health Care Professionals, Pretoria: Health Professions Council of South Africa, Online https://www.saphysio.co.za/media/83652/cpd-hpcsa-cpd-guidelines.pdf Accessed 20.03.2017.
  • Hochberg, E.D. and Desimone, L.M. (2010) Professional Development in the Accountability Context: Building Capacity to Achieve Standards. Educational Psychologist 45: 89-106.
  • Jones B.D. (2017) Behavioral rationality as a foundation for public policy studies. Cognitive Systems Research 43: 63-75.
  • Lint, W.D. (1998). Regulating Autonomy: Police discretion as a problem for training. Canadian Journal of Criminology: Revue canadienne de eriminologie, 2, 277-304.
  • Lipsky M. (2010) Street-level Bureaucracy: Dilemmas of the individual in public services. New York: Russell Sage Foundation.
  • Ngidi, D.P. (2005). Evaluation of the Effectiveness of the Competencies of the NPDE Programme. South African Journal of Education, 25(1), 34-37.
  • Simon, H. (1944) Administrative behavior. A study of decision-making processes in administrative organization. New York: Free Press.
  • Simon, H. (1997). Administrative Behaviour (4th edition). New York: The Free Press.
  • South African Council for Educators. (2013) CPTD Management System Handbook: South African Council for Educators, Online http://sace.org.za/assets/documents/uploads/sace_30373-2016-08-31- CPTD%20Handbook.pdf Accessed 25.03.2017.
  • Taylor, F.W. (1914) Scientific management. The Sociological Review 4 (7): 266- 269.
  • Wilkinson, K. (2016) GUIDE: Assessing South Africa’s schooling system: Africa Check, Online https://africacheck.org/factsheets/guide-assessing-south-africasschooling-system/ Accessed 25.03.207
There are 14 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Sybert Mutereko This is me

Publication Date January 1, 2019
Published in Issue Year 2019 Volume: 11 Issue: 1

Cite

APA Mutereko, S. (2019). ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA. International Journal of Business and Management Studies, 11(1), 74-100.
AMA Mutereko S. ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA. IJBMS. January 2019;11(1):74-100.
Chicago Mutereko, Sybert. “ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA”. International Journal of Business and Management Studies 11, no. 1 (January 2019): 74-100.
EndNote Mutereko S (January 1, 2019) ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA. International Journal of Business and Management Studies 11 1 74–100.
IEEE S. Mutereko, “ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA”, IJBMS, vol. 11, no. 1, pp. 74–100, 2019.
ISNAD Mutereko, Sybert. “ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA”. International Journal of Business and Management Studies 11/1 (January 2019), 74-100.
JAMA Mutereko S. ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA. IJBMS. 2019;11:74–100.
MLA Mutereko, Sybert. “ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA”. International Journal of Business and Management Studies, vol. 11, no. 1, 2019, pp. 74-100.
Vancouver Mutereko S. ACCOUNTABILITY THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: PERCEPTIONS OF EDUCATORS IN UMGUNGUNDLOVU DISTRICT, SOUTH AFRICA. IJBMS. 2019;11(1):74-100.