Impact of Continuous Professional Development on Teachers’ Professional Growth and Classroom Practices: A Study of Selected Primary Schools in Chingola District, Zambia

Abstract

Continuous Professional Development (CPD) is widely regarded as essential for improving teacher quality and student outcomes. This study examined the impact of CPD on teachers’ professional growth and classroom practices in selected primary schools in Chingola District, Zambia. Using a mixed-methods explanatory sequential design, data were gathered from 120 primary school teachers via questionnaires, 18 in-depth interviews with teachers and school leaders, and structured observations in six classrooms. Quantitative data were analyzed using descriptive statistics and cross-tabulations; qualitative data were subjected to thematic analysis. Findings indicate that teachers perceive CPD as beneficial for improving pedagogical knowledge, lesson planning, and confidence; however, constraints such as time pressures, inadequate resources, and limited follow-up hinder the translation of CPD into sustained classroom change. School-based, job-embedded, and collaborative CPD models were reported as the most effective in facilitating practice change. The study recommends increased institutional support, allocation of dedicated CPD time, contextually relevant training, and systematic follow-up mechanisms to enhance the effectiveness of CPD in similar contexts. Implications for policy and practice are discussed.