Teachers' assessment of school based continuing professional development in selected basic schools of Lusaka District, Lusaka Province, Zambia

Continuing Professional Development (CPD) programmes are planned educational activities practiced both within and outside school, primarily to develop or upgrade the professional knowledge, skills, attitudes and performance of teachers in schools.
In Zambia, the idea behind professional development began as early as 1939 at
the then Jeans School, Chalimbana. However, from the Iate1950s to the early years after the independence, in-service training received increased emphasis.In the 1990s, educationists further realised that instead of relying on colleges for the provision of in-service training, it was useful to introduce In-service Education for Teachers (INSET) at school level so as to provide opportunities for teachers to participate in these programmes.The aim of this study was to explore the views of the basic school teachers on school based CPD activities. It also identified factors that influenced teachers'participation and non-participation in the school based CPD.Both quantitative and qualitative paradigms were utilised in the collection of data.Data were collected from the twenty schools in four zones of Lusaka district.According to the findings of this study, the value attached to CPD varied with qualifications, whereby, certificate holders were more positive towards CPD
activities than diploma and degree holders.
Among diploma holders the views were diverse depending on whether they held managerial positions or not. Those who held managerial positions valued CPD for its contribution to their management skills. Diploma holders who were not in managerial positions attached value to CPD for its contribution to their
enhancement of classroom practice. This view was similar to that held by the majority of the certificate holders. However, degree holders attached less value to CPD activities as the majority felt it only contributed to their managerial skills
for handling school affairs. These differences were further consolidated with more differing reactions that included statements such as 'CPD is not known' and "it is time wasting due to its monotony (same issues being looked at)". However, some teachers, especially those with degrees had taken an 'expert' syndrome thinking that they had reached the maximum level of education and did not need any more self
improvement while others were keen to participate in CPD at every opportunity.