Professional Development Needs of Secondary School Teachers in Teaching Economics: A Case of Schools in Vhembe District

Abstract

One of the key aspects of a teacher's professional talents is their professional development. The teaching profession has made a personal commitment to enhancing teachers' knowledge, skills, and competencies throughout their careers. The purpose of this study is to investigate the needs and preferences of secondary school economics teachers in terms of professional development, especially considering the dynamic nature of the global economy. The interpretivism paradigm served as the direction for the study. Using Reflective Practice Theory and Adult Learning Theory (Andragogy) as a framework, the researcher employed a qualitative and interpretive research approach. This involved conducting semi-structured, face-to-face interviews with 10 economics teachers and 2 departmental heads from schools that were purposefully chosen for their economics programs. The data results of this study were thematically and interpretatively presented. The key findings uncovered several consistent themes, including limited access to subject-specific professional development opportunities, minimal integration of ICT in teaching practices, a lack of support from school leadership, and a degree of resistance to change among some teachers. Participants emphasized the importance of training that is practical, collaborative, and tailored to the specific contexts in which teachers operate. These findings reinforce the perspective that effective professional development should be self-initiated, reflective in nature, and directly connected to the real-world challenges faced by Economics educators. The study recommends the implementation of focused professional development initiatives designed to meet these identified needs, ultimately aiming to enhance the quality of Economics teaching and better prepare learners to engage with the complexities of today’s economy. Key wor