DOI: 10.36347/sjahss.2020.v08i02.004

Pages: 74-80

The aim of the present study is to assess the way how schools are executing staff development programmes in Mutoko District in Mashonaland East in Zimbabwe. The population comprised all the 1800 teachers in the district. The sample was made up of 250 respondents. The study employed the quantitative methodology and used a questionnaire which largely had close-ended questions and two-open ended ones. The study revealed that school heads do not have adequate time to implement teacher professional development programmes and those schools were monotonously using poorly planned staff development sessions as the only modes for attempting to develop teachers. The study recommends that the Ministry of Primary and Secondary Education should closely monitor the staff development programmes in the schools to make sure that they are implemented to benefit the teachers and ultimately, the pupils in the schools.