Abstract:
The purpose of this study was to investigate how continuing professional teacher
development can improve learners’ achievement and schooling in Mathematical
Literacy. This study adopted a qualitative research design. The qualitative research
method was used to collect data. Semi-structured interviews were used to collect data.
The population comprised of all Mathematical Literacy teachers, heads of departments
and principals of schools in the Soutpansberg North Circuit. Purposive sampling was
used to the select participants. The sample consisted of 3 school principals, 3 heads of
departments’ and 9 teachers. Data was analysed thematically. The study revealed that
continuing professional teacher development improves learner achievement, teacher
skills and knowledge. The study recommended that teachers should be supported by
the community, schools and the department of Basic Education, in order to improve
their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging
parents, assessment strategies and teacher practice were used to measure the impact
of CPTD on learner achievement. Of equal importance, teachers should further their
studies and engage themselves in reading materials relevant to their profession.
