| Summary: | The main purpose of this study was to investigate the factors that impede continuing professional
development of teachers and the availability of structures or programmes that facilitate teacher
development in selected Junior Secondary Schools in the Northern region of Botswana. The
theoretical framework of this study was underpinned by the constructivist learning and the adult
learning theories. The principles of these two theories provided the basis for the proposed model
emerging from this study.
The study was both quantitative and qualitative in nature. A questionnaire was developed and
used to collect data. Two hundred and forty copies of the questionnaire were distributed to seven
sampled schools in Francistown. The questionnaire was completed by teachers. The study also
included an interview schedule. The researcher used a semi-structured interview schedule to
gather data. The researcher interviewed four teachers, four senior teacher staff development, and
four school heads of the seven schools in Francistown. The interviewees were randomly selected
from the seven schools in Francistown. A computer aided statistical analysis was used to analyse
the data collected.
The outcomes revealed that there are factors that impede the continuing professional
development of teachers in Junior Secondary Schools. The study also established inadequacy of
structures or programmes in schools which facilitate continuing professional development of
teachers. Based on the outcomes of the study and reviewed literature, appropriate models for
enhancing the continuing professional development of teachers in selected junior secondary
schools in the Northern region in Botswana were proposed. === Thesis (PhD. (Education Management) North-West University, Mafikeng Campus, 2014
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