The effectiveness of teachers’ professional development initiatives in enhancing teachers’ growth in Botswana secondary schools

Abstract

This study investigated the effectiveness of school-based teachers’ professional development initiatives in enhancing teachers’ growth in secondary schools in Botswana. Data were collected through individual semi-structured interviews involving Principal Education Officers,, School Heads and Teachers. Documents from the Ministry of Education and Skill Development and schools that outline teacher professional development were analysed. The findings of the study showed that the initiatives were not based on teachers’’ needs assessment. Very few respondents indicated that they benefited from the school-based professional development initiatives, while majority felt the initiatives are far from reaching their development needs. The teachers’ responses regarding professional development initiatives nullify the existence of such initiatives as they do not play the role of enhancing teachers’ professionalism. The study, therefore, recommends that the identification of teachers’ professional development needs is vital for the effectiveness of Botswana secondary schools professional development initiatives.