INVESTIGATING THE FUNCTIONALITY OF CONTINUOUS TEACHERS' PROFESSIONAL DEVELOPMENT IN THE MOTHEO EDUCATION DISTRICT

Continuous teacher development is essential for ensuring the effectiveness, relevance, and sustainability of the education system. Investing in the ongoing professional growth of teachers enhances teaching quality, improves learners' outcomes, and ultimately builds stronger, more vibrant communities. This study aimed to develop a sustainable and effective framework for Continuing Professional Development (CPD) programmes for teachers, with the goal of fostering long-term improvements in teaching quality and educational outcomes. The study employed mixed methods, including regression analysis and ANOVA, to assess the effectiveness of various CPD training approaches, traditional, collaborative, and technology-based training interventions. Data was collected from multiple educational institutions within the Mangaung education district and analysed using JASP software. Regression analyses revealed that all three CPD training methods significantly improved teaching outcomes (F (3, 294) = 47.087, p < .001), accounting for 81.5% of the variance in CPD effectiveness. This study found that traditional, collaborative, and technology-based training methods were effective in improving educational outcomes, with technology-based methods showing the most significant impact. The effectiveness of in-service training varied, although many teachers found it beneficial. Yet, some feedback suggested they were disconnected from classroom needs, indicating a need for improvement. Key areas included technological proficiency, differentiated instruction, and inclusive teaching practices. Ongoing professional development was crucial due to the evolving nature of the educational system. Various training methods influenced continuing professional development outcomes, particularly those aligned with current challenges and needs. Technology integration enhanced CPD results.