Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District
Habasisa Vincent Molise,
Malose Isaac Kola,
Mohammed Xolile Ntshangase
Abstract:This study sought to examine the challenges experienced by Economics and Management Sciences (EMS) teachers during Continuous Professional Teacher Development (CPTD) in the Thabo-Mofutsanyane Education District, South Africa. This study adopted a relational leadership theoretical framework, which supports the need for school leadership to prioritize relationships when implementing CPTD. This study used a qualitative research approach, which is more interested in analyzing data with the aim of finding the truth… Show more
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