Author(s): Hasha R, Wadesango N
The purpose of the study was to explore how Continuous professional development (CPD) programmes are monitored and evaluated to check if they have attained the desired outcome on promoting quality teaching and learning leading to enhanced student achievement in South African schools. The Teacher-Change Theory provided a framework to develop a deeper understanding of educator CPD. The study was based on a qualitative research approach. The interpretive paradigm and case-study research design were adopted. The researchers employed three research methods of data collection namely; individual interview, focus group and documentary evidence. The sample consisted of 5 principals and 10 educators from 5 schools to give a total sample size of 15. The research engaged purposive sampling technique. The researchers chose thematic data analysis. Professional development of educators was regarded as crucial in developing professional skills. Furthermore, it was looked upon as a direct contribution to student achievement. On the basis of the findings of this study, some recommendations were made. The primary recommendation of this study is for continuous professional development to be systematically monitored and evaluated to determine the effectiveness of the programme so that future programmes may be improved.