Scrutiny of Documentary Evidence of the Effectiveness of Staff Development Programmes in Zimbabwean Primary Schools: Implications for Quality Education
Keywords:Document, documentary evidence, effectiveness, school staff development, quality education
This qualitative case study was a scrutiny of documentary evidence of the effectiveness of staff development programmes in selected primary schools in Hwange District, Zimbabwe. Its population comprised of primary school heads and a sample of 5(n=5); obtained through Purposive sampling was utilised. Interviews complemented by document analysis were employed as data generation techniques. The major findings were that staff development is being implemented at the studied schools considering the presence of staff development records particularly plans and minutes. However, these records were available at some schools while others did not have them. Based on the findings, the researchers concluded that staff development at the schools is reasonably effective though their effectiveness could be enhanced through improved recording of the programmes. The researchers recommended that concerned authorities should ensure that school staff development is properly documented in a way that fostersits effectiveness and quality education.
Bents, R.H. and Howey, K.R. (2011). Staff development: organisational development. Alexandra: VA Association.
Catalanelo, R.F. and Kirk, P.D.L. (2008). Evaluating training programmes. Training and Development Journal, 2, 2-9.
Creswell, J.W. (2009). Qualitative inquiry and research design. London: Sage publications.
Creswell, J.W. and Maietta, R.C. (2013). Qualitative research. Thousand Oaks: Sage.
Crowther, A. (2012). Professional development in practicum settings: reflective practice under scrutiny. Teacher Education Journal, 11, 243-261.
Darling-Hammond, L and Richardson, N. (2009). Teacher learning: what matters? Association for Supervision and Curriculum development, 66, 47-53.
Denzin, N.K. and Lincoln, Y. S (2012). Strategies of qualitative inquiry. Boston: Sage.
Dokora, L.D.K. (2016). New Curriculum implementation in Zimbabwe. Harare: MoPSE.
Edwards, J.C. (2012). Continuing education program: writing clear learning objectives.
Northeastern Ohio: Marshall University of Continuing Education.
Fielding, G.D. and Schalock, H.D. (2011). Promoting the professional development of teachers and administrators. Oregon: ERIC Clearinghouse.
Friedman, D. and Phillips, R. (2011). Basis of staff development initiatives in education. New Dehli: Prentice-Hall.
Ganser, T. (2010b). An ambitious vision of professional development for teachers. NASSP Bulletin, 84, 6-12.
Guskey, T.R. and Huberman, M. (2014). Professional development in education: new paradigms and practices. New York: Teachers College Press.
Gutuza, R.F. (2016). A Critique of Continuous Professional Development and In-servicing of Teachers.Global Journal of Advanced Research, 3, 474-478.
Halliday, I. (2013). Brief notes on teacher management: working group on the teaching profession. New Dehli: DAE and Co.
Hirsh, S. (2015). Professional learning in the teaching profession: a report on teacher development in the USA and abroad. New York: National Staff Development Council.
Khosa, M.T., Mapolisa, T., Tshabalala, T. and Gazimbe, P. (2015). An assessment of the implementation of staff development in Nkayi South circuit: teachers’ attributions.
Scholars Journal of Arts, Humanities and Social Sciences, 3, 49-55.
Kvale, S. (2015). The qualitative research interview: a phenomenological mode of data collection. Journal of Phenomenological Research, 14, 171-196.
Lieberman, A. (2008). Teacher learning at the intersection of school learning and student outcomes. New York: Teachers College Press.
Lipowsky, F. and Rzejak, D. (2015). Key features of effective professional development programmes for teachers. Six-monthly Journal on Education, 7, 27-51.
Manual of policies and procedures on staff development and training (2000): Manual letter number SD90-01. California: University of California.
Maposa, A. and Chisango, F.F.T. (2016). Why educational practitioners resist staff development programmes: evidence from Binga and Hwange districts, Zimbabwe. Greener Journal of Educational Research, 6, 44-51.
Mekonnen, A. (2014). Practices and challenges of school-based continuous professional development in Ethiopia. Jimma: University Press.
Meloy, J. M. (2012). Writing the qualitative dissertation: understanding by doing. Mahwah: Lawrence Erlbaum Associates.
Mtetwa, D.K.J. and Thompson, J.J. (2000). Towards decentralised and more school-focused teacher preparation and professional development in Zimbabwe: the role of mentoring. Journal of In-Service Education, 26, 311-328.
Mukeredzi, T. G. (2013). The journey to becoming a teaching professional in rural South Africa and Zimbabwe. Australian Journal of Teacher Education, 38, 85-104.
Ndlovu, S. (2014). Staff development for secondary school teachers in Zimbabwe. Harare: ZIMTA
Nunkoosing, K. and Lewin, C. (2005). The use of interviews: Journal of Qualitative Health Research, 15, 698-706.
O’Leary, Z. (2014). The Essential Guide to doing your research project. Thousand Oaks: Sage.
Robson, C. (2011). Research for social scientists and researchers. Oxford: Blackwell publishers.
Rouse, M. J. (2009). Continuing professional development. American Journal of Health-System Research, 61, 69-76.
Sarvadi, P. (2012). The nature and importance of employee development. Massachusetts: Jeffrey and Wilke.
Shindler, J. V. and Case, R. E. (2011). Meaning-making in the world of qualitative inquiry: an examination of novice qualitative research. New York: AERA.
Sparks, D. and Loucks-Horsley, S. (2009). Models of staff development. International Journal of Staff Development, 10, 84-99.
Sparks, G. and Simmons, J. (2009).Inquiry-oriented staff development programmes. Oxford: National Staff Development Council.
Villegas-Reimers, E. (2009). Teacher professional development: an international review of related literature. UNESCO: Website http://unesdoc. unesco.org/images.
Wegner, T. (2011). Research methods and applications. Cape Town: Creda Press.
Yorke, M. (2011). Staff development theory in education. British Journal of Teacher Education, 3, 27-38.
Zimbabwe MoPSE (2016). Curriculum Framework for Primary and Secondary Education 2015-2022. Harare. MoPSE.
Zimbabwe Open University (2015). Staff development and training policy. Harare. (unpublished).
http://dictionary.thefreedictionary.com/staff+development+1, Retrieved on 25 April 2017.
- 2021-09-09 (2)
- 2020-12-25 (1)
How to Cite
Copyright (c) 2020 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.