Opportunities and Challenges on Continuing Professional Development for Teachers in Selected Public Secondary Schools in Lusaka Province, Zambia.

Kantini, Samson (2025) Opportunities and Challenges on Continuing Professional Development for Teachers in Selected Public Secondary Schools in Lusaka Province, Zambia. Masters thesis, The Open University of Tanzania.

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Abstract

Although substantial literature exists on Continuing Professional Development (CPD), limited research has examined how CPD policies are operationalized in developing countries, particularly within urban secondary school contexts. In Zambia, the 2019 Standards of Practice for the Teaching Profession (SPTPZ) and the Credit Point (CP) System provide a framework for teacher professional growth, yet little is known about teachers’ understanding of CPD and the practical challenges and opportunities it presents. This study investigated teachers’ perceptions and experiences of CPD in five purposively selected public secondary schools in Lusaka District, chosen for its urban complexity, diverse student populations, and proximity to policy institutions. A mixed-methods embedded design was employed, with qualitative methods as the dominant approach supported by quantitative data. Fifty teachers and two Ministry of Education policymakers participated. Data were collected through structured questionnaires, semi-structured interviews, and documentary analysis. Quantitative data were analysed using SPSS Version 23 to identify trends, frequencies, and patterns, while qualitative data were subjected to thematic and content analysis. Findings indicate that teachers perceive CPD as both collaborative professional learning and a form of lifelong development. Key challenges included limited access to CPD activities, poor scheduling, inadequate funding, weak leadership, insufficient pre-service preparation, and restricted ICT resources. Opportunities encompassed national coordination mechanisms, CPD policies, tracking systems, diverse providers, teacher loan schemes, and the expansion of ICT infrastructure. Teacher experience, age, and school context were found to shape perceptions of CPD relevance and accessibility. The study highlights the need for a holistic approach to CPD that integrates policy, leadership, funding, teacher well-being, and technology. By linking empirical evidence with theoretical frameworks, including Constructivist Learning, Andragogy, Transformative Learning, and Communities of Practice, the research provides nuanced insights into the implementation of CPD in urban Zambian schools, revealing both enablers and barriers to effective professional development. Keywords: Teachers, In-Service Teachers, Public Secondary Schools, and Continuing Professional Development

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