The impact of the National Professional Teachers Organisation of South Africa’s development programmes on foundation phase teachers

Abstract: This qualitative research study evaluates the impact of the National Professional Teachers Organisation of South Africa’s (NAPTOSA) Professional Development (PD) programmes on Foundation Phase (FP) teachers’ professionalism. It endeavours to evaluate whether NAPTOSA’s PD initiatives are having the desired effects on FP teachers’ content knowledge, pedagogy competencies, reflective skills, efficacy, performance and professional conduct. In spite of various ‘traditional PD’ pre-service and in-service strategies, serious deficiencies continue to exist in the level and quality of teachers' knowledge, skills, and attitudes. In response, the recent focus by NAPTOSA on PD programmes for teachers highlights the ineffectiveness of existing PD initiatives. The literature review section synthesises the various ‘teacher change’ theories and models explored in the research study, in particular demonstrating the significance of a hybrid model, combining Clarke and Hollingsworth's interconnected model and Kolb’s experiential learningmodel. Data was collected using semi-structured interviews, document study, and literature review, as a form of ‘triangulation’ to enhance the ‘credibility’ of the study. Data analysis included thematic coding and patterns informed by a teacher professionalism conceptual framework. The findings of the study revealed that, in addition to the Department of Basic Education (DBE) and South African Council of Educators (SACE) PD initiatives, NAPTOSA’s PD programmes have a contributing influence on teacher competencies, teaching practices, and professional conduct. An important finding was that NAPTOSA’s PD programmes do not take into account the demographic difference between suburbs and township teachers for effective PD programmes. The research study concludes with a series of recommendations, including: Collaboration as Fundamental, Organisation of PD programmes, Professional Learning Communities, Effective and efficient teacher support, Motivation to participate in PD programmes, and Evaluation of PD programmes.M.Ed. (Educational Leadership and Management