THE ROLE OF PRIMARY EDUCATION ADVISORS IN PROMOTING CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS POLICY VERSUS PRACTICE: THE CASE OF MACHINGA EDUCATION DISTRICT.

Abstract

This qualitative study scrutinized the role of Primary Education Advisors (PEAs) in advancing the continuous professional development (CPD) of teachers in Machinga's Educational Zones. Enveloped within the interpretive paradigm, the research delved into the perceptions of teachers and PEAs concerning the latter's role in CPD, drawing comparisons with governmental policies. Contextual challenges impeding CPD implementation by PEAs were systematically explored. The study was guided by the systemic model of policy implementation by Van Meter and Van Horn. The study uncovered a discordance between PEAs' limited conceptualization of CPD and the more nuanced understanding held by teachers, headteachers, and the PEAs themselves. Additionally, CPD training by PEAs at the zone level was infrequent, and when conducted, teachers' involvement in the organisational process was minimal. The implementation of CPD policies by PEAs faced contextual challenges, including resource inadequacies, high workloads, the absence of PEAs' housing and purpose-built Teacher Development Centres (TDCs), and limited knowledge on CPD promotion. In response, the study proposes recommendations to bolster CPD program implementation, including organising trainings for PEAs, re-demarcating zones to alleviate PEAs' workloads, providing sufficient resources to advisory services, and initiating construction programs for TDCs and PEAs' housing. Furthermore, the study calls for a nationwide investigation encompassing PEAs, headteachers, and teachers from all education districts for a comprehensive understanding.