Role of continuing professional teacher development (CPTD) on teachers' and learners' achievement in South Africa: a literature review

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dc.contributor.authorAdu, K. O.en_US
dc.contributor.authorDuku, N.en_US
dc.contributor.authorAdu, E. O.en_US
dc.date.accessioned2026-08-30T12:40:43Z
dc.date.available2026-08-30T12:40:43Z
dc.date.issued2023en_US
dc.description.abstractContinuing Professional Teacher Development (CPTD) refers to the ongoing learning and development of teachers throughout their careers. It involves a range of activities, programs, and initiatives designed to help teachers improve their knowledge, skills, and effectiveness in the classroom. CPTD programs can take many different forms, such as workshops, seminars, mentoring programs, online courses, and peer networks. This desktop review paper examines the role of CPTD on teachers' and learners’ achievement. The paper reviews among others the following; the nature and concept of CPTD, the importance of CPTD, South African teacher education policy framework and CPTD, the educational achievement and CPTD, school effectiveness and CPTD, learner and teacher learning and CPTD. The paper uses social learning theory as a theory that underpins the paper and makes some plausible recommendations.
dc.identifier.citationInternational Journal of Research in Business and Social Science, 12(7), 542-548en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11837/5051
dc.languageenen_US
dc.titleRole of continuing professional teacher development (CPTD) on teachers' and learners' achievement in South Africa: a literature reviewen_US
dc.typeArticleen_US

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