The Teachers’ perceptions on professional development at selected rural schools in the Ongha Circuit, Namibia

Abstract

This study investigated teachers’ perception regarding professional development in Ongha Circuit which is located in Ohangwena Region, Namibia. The rationale of the study was to obtain the views of teachers towards the professional development. The research was mixed method approach therefore, a descriptive survey was conducted in Ongha Circuit. Five schools were selected randomly and a sample of 20 teachers who had previous exposure to professional development were selected purposively from the five schools. Data was collected using interviews and document analysis through analysing the school records on teachers who attended workshop or who completed in-service training and census record. Data was analysed using thematic analysis and descriptive analysis. The study found out that teachers view and perceive professional development differently. Teachers had different views, feelings, attitudes and suggestions on how staff development should be managed to impact positively on learners’ performance. The study recommended that there is need to have a proper and systematic planning of teachers' professional to consolidate the new knowledge and sustain the changes made in teaching practice.