Exploring the role of school management teams (SMTs) in leading and managing school based teacher professional development : a case study of three primary schools in Pinetown district.

Abstract

This study explored the role of School Management Teams (SMTs) in leading and

managing school-based teacher professional development. This was a case study of three

schools from Mafukuzela-Gandhi circuit in Pinetown district. Participants comprised

twelve Principals, Deputy Principal, HODs and teachers who were involved in one-toone

interviews (for principals) and focus group interviews (for deputy principals, HODs

and teachers). Data were also collected through observations and document analysis.

According to the information from participants, school-based teacher professional

development is necessary because in schools there are unqualified teachers,

inexperienced teachers and teachers who qualified a long time ago. All these categories

of educators need to be trained and equipped with skills and knowledge that would

enable them to teach effectively and efficiently.

Findings show that SMTs hold meetings to identify specific problems facing teachers in

schools with the intention to assist teachers to overcome the problems they face, SMTs

organise school-based training workshops. The challenges that face SMTs in executing

school-based teacher professional development include: non-involvement of teachers in

decision-making; incompetence of some SMTs in running the workshops; lack of cooperation

from teachers and negative attitudes of some teachers who do not want to

change. The study concludes by suggesting a modified model of a professional

development design framework that can be utilised to minimise SMTs' challenges in

school-based teachers‟ professional development.