South African Journal of Education
versión On-line ISSN 2076-3433
versión impresa ISSN 0256-0100
STEYN, Trudie. The perceptions of teaching staff from Nigerian independent schools of a South African professional development workshop. S. Afr. j. educ. [online]. 2010, vol.30, n.4, pp.539-553. ISSN 2076-3433.
There is widespread agreement that professional development (PD) is the best possible answer to meeting the complex challenges in education systems. Studies on educational effectiveness identify the link between quality teachers and their PD. The purpose of this exploratory study was to determine the perceptions of Nigerian delegates from independent schools of the effectiveness of a training programme conducted by academic staff at the University of South Africa (Unisa). A mixed-method approach was adopted in two similar workshops. In March (2008) (Phase 1), quantitative data were collected and, in October 2008 (Phase 2), qualitative data were collected. The results reveal delegates' experiences of the quality of the presentations, the content and learning experience, the extent to which the expectations of the delegates were met, the application possibility and relevance of the workshops to educational practice and the needs experienced in Nigerian schools and recommendations for future workshops.
Palabras clave : Nigerian education system; Nigerian independent schools; professional development; school management training; workshops.