Authors: Musonda Nomphumelelo
Abstract: This study investigates the perceived negative attitudes of teachers towards Continuing Professional Development (CPD) programmes in Senga District. Despite the crucial role CPD plays in enhancing teaching competencies and improving educational outcomes, many teachers demonstrate reluctance or disinterest in participating in these initiatives. The research employed a mixed-methods approach, utilizing questionnaires and interviews to gather data from a sample of primary and secondary school teachers across the district. The findings reveal that factors such as lack of motivation, inadequate incentives, time constraints, poor facilitation, and limited relevance of content significantly contribute to teachers’ negative perceptions of CPD. Furthermore, systemic challenges such as insufficient administrative support and lack of follow-up mechanisms were also noted. The study recommends the restructuring of CPD programmes to align with teachers’ practical needs, provision of adequate resources and incentives, and greater involvement of educators in the planning and evaluation stages of CPD activities. These measures are essential to foster a positive attitude and increase teacher engagement in lifelong learning and professional growth.
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