Stimulating continuous professional development and teacher leadership in a rural Namibian school: a participatory action research

Abstract

Namibia values democratic and quality education. One way to improve quality education is by allowing teachers autonomy and offering continuous professional development (CPD) to teachers. Historically, the CPD programmes on offer in Namibia were centralised and generic, using a 'one-size-fits-all' approach offered as mini workshops to train teachers. In 2012, a decentralised method of school-based CPD program was initiated in schools, to give opportunities to schools to identify, plan, implement and evaluate their own professional needs. However, a recent study indicated that these initiatives have failed due to poor leadership, a lack of training and support as well as limited knowledge of principals in running CPD initiatives. Against this backdrop, my study aimed at engaging in a participatory action research process with teachers and SMT members in a rural combined school in the Kavango West region to stimulate the failed school-based CPD program and develop teacher leadership. My study therefore aligned with the international recommendations that school-based CPD be built around the notions of distributed leadership and teacher leadership (Smulyan, 2016; Hunzicker, 2018). The three-step model of change and action research developed by Kurt Lewin served as the underpinning theory for this study. The study was situated within a critical paradigm and driven by the question: "Does the involvement in participatory action research process stimulate a school-based CPD programme and develop teacher leadership?" The study involved two phases. The contextual profiling stage generated data through the analysis of documents, focus group interviews, and observation. Phase 2 engaged the participant in participatory action research to stimulate school-based CPD and develop teacher leadership. Thematic analysis supported by both inductive and deductive methods was used to analyse the data. The findings from phase one indicated that CPD was interpreted differently by the participants and confirmed that there was no CPD program in the school. Using Grant's (2017) model of teacher leadership, the findings further revealed that although teacher leadership was practised in all four zones, it was strongest in the classroom and initiated through delegated practices. Using Angelle and Dehart (2010), constraining forces included negative teachers' attitudes, limited knowledge, skills, and confidence as well as a school culture of distrust. Phase 2 revealed that participatory action research can be a useful stimulus for school-based CPD. A tangible output from the PAR sessions was a template for the internal policy for school-based continuous teacher development. In addition, the findings from the sessions indicated the significance of supportive leadership to ensure the efficacy of school-based CPD and teacher leadership.