Ajibade, Benedicta Aremevbemi2017-10-252017-10-252016http://hdl.handle.net/20.500.11837/964The findings of the study revealed that, teachers did not receive training on how to implement SBCPTD programme at the schools. There was no policy document to guide the proper implementation of the programmes. In the implementation process, it was established that lack of time and workload hindered effective implementation of SBCPTD process. It was established that education district officials were not involved in the implementation process. Monitoring and supporting the implementation of SBCPTD programmes at the schools was not done by district officials. Despite these challenges, the study reveals that there are pockets of good practice of SBCPTD programmes in some of the selected schools in the Fort Beaufort District. For instance, it was found that SMTs (principals and HoDs) implement SBCPTD programmes to assist teachers in their quest professional growth and development in different capabilities and roles. It was also revealed that teachers were empowered through the use of different types and methods of SBCPTD programmes. The SBCPTD type includes mentoring/coaching, peer review, communities of practice amongst others. Methods encompass group and individual work, demonstrations, group discussions, observations and one-on-one discussions. SMTs used different methods to respond to the needs of individual teachers. Teachers were able to incorporate what was learnt into the classroom contexts. Moreover, teachers were allowed to identify their professional needs themselves which formed the focus of the SBCPTD programmes. SMTs and teachers were fully and actively involved in the implementation process regardless of SMTs‟ tight schedules. It was established that teachers received the support of their principals through, class visits, motivation, material, and human support. For effective implementation of SBCPTD programmes, the study recommended that, there should be interactive participation of all members of the school community and integration of types and methods of SBCPTD programmes during the implementation process. Furthermore, based on the findings of the study and extensive literature search, the researcher proposed an alternative model for iii implementing SBCPTD programmes that may result in good practices in high schools.enTeachers -- Training of -- South Africa -- Eastern CapeEducation -- South Africa -- Eastern CapeMentoring in educationThesis