Teachers’ Continuous Professional Development (CPD) Needs: Evidence from Teachers

Abstract

Aim of the Study: This study aims at investigating onto the continuous professional development (CPD) requirements of secondary school teachers in the secondary level. The paper specifically looks into the effectiveness and quality of training programmes aimed to enhance the overall effectiveness and professional competencies of the teachers in classroom practices. This article will draw attention to the mismatches between the available CPD opportunities on one hand, and the real needs of teachers to enhance the outcomes in terms of instructional practices.

Methodology: The study was conducted using a descriptive survey design. A sample of 50 secondary school teachers was used to collect the data through the use of a semi-structured questionnaire that included 30 close-ended questions and two open-ended questions. Descriptive statistical tools were used to analyze the collected quantitative data (closed ended). As the qualitative feedback received in the open-ended questions was considered and analyzed using the thematic analysis in order to find the frequent patterns and themes.

Findings: The outcomes demonstrate that teachers stated strong desires for professional development in three core areas: (a). incorporation of technology in classrooms, (b). innovative pedagogical strategies, and (c). 21st-century learning skills. These zones were steadily emphasized as vital for ornamental student engagement and overall learning consequences.

Conclusion: This demographic analysis was valid in ensuring that there were broad participation of teachers who belong to different age, gender, and qualification categories. The results highlight the significance of guided, situation-specific CPD programs that have the potential to promote the effectiveness of teaching, enhance classroom management, and eventually increase the performance of the institutions.