IN-SERVICE PROFESSIONAL DEVELOPMENT NEEDS EXPRESSED BY BOTSWANA SECONDARY SCHOOL AGRICULTURE TEACHERS

Abstract

This study reports on exploratory study designed to identify the In-service Professional Development (IPD) needs of agricultural science teachers in Botswana. Positioned in the context of decentralized reforms of the teachers’ IPD by the Education Ministry (Republic of Botswana, 2006, the study aims to voice the teachers’ own views of their IPD needs. A questionnaire was used to gather qualitative data from all the secondary agriculture teachers in the Central Region of Botswana (N =247). Categories of teachers’ IPD needs identified included those relating to: Teaching Strategies; Subject Matter Aspects; and Personal Needs.  Data revealed teachers’ views of their IPD needs and demographic patterns that lead to recommendations for more targeted IPD activities. The findings of the study have implications at regional and national levels in Botswana in ensuring targeted IPD provisions for the teachers. Further work is recommended so that agricultural science teachers’ IPD needs are better understood nationwide.