From Concept to Practice: A Multi-Stakeholder Exploration of Continuous Professional Development in the Pre-tertiary Sector

Abstract

Continuous learning in response to global challenges and technological advancements call for investments in teacher professional development that recognizes the unique needs of teachers in the 21st century. Effective professional development for sustaining teacher growth and lifelong learning incorporates both traditional and non-traditional elements shifting away from traditional conceptions of professional development. This paper explores pre-tertiary teacher’s conceptualization of CPD within existing policy framework and its impact on teacher professional practice. Using a mixed methods approach, this paper relied on the sequential exploratory design to gain insights into teacher conceptions of CPD, existing implementation framework for CPD and its impact on professional practice. Using multiple sampling techniques data was solicited from 435 participants in 67 public senior high schools. An interview protocol and TPD questionnaire were used to collect data which was subsequently analyzed using SPSS. It emanated from the study that pre-tertiary teachers’ conceptions of CPD are primarily formal initiatives which are supported by existing implementation frameworks through structural arrangements that heavily rely on such initiatives. It was also discovered that existing professional development impact teachers’ knowledge and skills more than their efficacy. It is recommended that teachers, policy makers and CPD stakeholders embrace a more balanced and collaborative approach to professional development that promotes lifelong learning for teachers.

Keywords: Continuous Professional Development, Teacher Professional Practice, Pre-tertiary teachers, teacher knowledge, teacher skills, teacher efficacy, lifelong learning.

DOI: 10.7176/JEP/16-9-04

Publication date:August 31^st 2025