A case study of the role of senior education officers in supporting teachers’ professional development in Northern Namibia

Abstract

Education policies are very important in guiding teaching and learning in any country. One of such policies is that of using advisory teachers to support teachers’ professional development (TPD) in Namibia. However, not all policies are implemented as originally intended. This study aimed to investigate the role of Senior Education Officers (SEOs) in supporting teachers’ professional development in selected public schools in Northern Namibia. The objectives of the study were to: explore the Senior Education Officers (SEOs) policy document and their implementation in support of teacher professional development; investigate the nature of teachers’ professional development support Senior Education Officers (SEOs) provide to school teachers; understand teacher experiences of the nature of professional development support they get from Senior Education Officers (SEOs); identify challenges experienced by teachers on professional development support toward achieving best practice in their jobs; and identify recommendations by teachers to improve the levels of professional development they receive. The conceptual framework informing this study is drawn from Namibian policy imperatives related to the role of SEOs in relation to the professional development of teachers. It also drew on the key concepts related to teacher professional development identified in related literature. This conceptual framework thus illustrates the policy - practice gap used to guide and inform my study. The research is located within an interpretive paradigm using a qualitative research approach and a case study design. Eleven participants were purposively selected from two public-run schools within the Oshakati circuit to partake in the study, comprising six teachers, two Head of Department (HODs), and three Senior Education Officers (SEOs), responsible for Agriculture, Biology, and Physical Science. A pilot study was conducted before the main research study. The data collection took place through document analysis and semi-structured individual interviews. The data was interpreted using thematic data analysis. Ethical considerations of informed consent, trustworthiness, respect for human dignity and confidentiality were adhered to.