DOI: 10.36347/sjahss.2018.v06i03.039

Pages: 760-768

This study sought to explore challenges that hinder the effectiveness of staff development programmes in the primary school. The case study design under the qualitative research methodology was adopted and the case of five selected primary schools in Hwange District of Matabeleland North Province in Zimbabwe was used. The study population comprised senior primary school teachers and head teachers in the area under study. A sample of 30 (n=30) participants was Purposively selected from the population. Two research techniques, namely, Interviews and Focus Group Discussions were used with 5 head teachers and 25 senior teachers respectively. Verbatim data obtained from the participants was processed through use of the interpretive phenomenological analysis (IPA) approach and the findings were presented in text prose form. The major findings were that staff development in the primary school was faced with a host of challenges that hindered its effectiveness. These included poor consultation of teachers in its planning, time limitation due to the overloaded school timetable which was compounded by the introduction of the New Curriculum, lack of qualified and experienced staff development facilitators in certain areas, low teacher motivation due to poor working conditions including low salaries, shortage of resources that are necessary in enhancing staff development, low support for staff development by chool authorities and the Ministry of Primary and Secondary Education. However, participants were of the view that these and other challenges that hindered the effectiveness of staff development programmes in the primary schools could be addressed. Grounded on obtained findings and conclusions, the researchers mainly recommended that there should be concerted efforts by the school and other key stakeholders to address the different challenges that faced staff development considering that the reviewed literature indicated that teachers’ professional development is critical i