Bridging the Gap: Aligning Professional Development with Teacher Needs in Namibia

Abstract

This study delves into the diverse perspectives held by teachers within Ongha Circuit, Namibia, regarding professional development initiatives. Employing a mixed-methods approach, the research combined a descriptive survey with in-depth interviews and document analysis. Data was collected from 20 purposefully selected teachers across five randomly chosen schools within the circuit, focusing on those with prior exposure to professional development activities. The analysis revealed a spectrum of teacher views, feelings, and attitudes towards professional development, alongside suggestions for optimizing its impact on learner outcomes. Notably, the study underscores the need for a well-structured and systematic approach to staff development, ensuring the consolidation of newly acquired knowledge and the sustainability of positive changes in teaching practices. This shift towards a more tailored and impactful professional development system holds the potential to significantly enhance the educational experience for students within the Ongha Circuit.