Participation of Female Teachers in Professional Development And Capacity Building: A Case of Four Selected Provinces in Zambia

Abstract

This study aimed to identify challenges female teachers in Zambia face regarding professional development and to propose measures to overcome these obstacles. Transformative Learning Theory and a pragmatic research philosophy utilized an embedded mixed-methods design. Quantitative survey data, including correlational analysis, were the primary source of information. At the same time, qualitative interviews were conducted to provide supplementary insights. The research utilized systematic random and purposive sampling, conducted across four provinces with a sample of 1017 participants calculated using the Yamane formula. Data were collected through self-administered surveys and semi-structured interviews and analyzed quantitatively using ANOVA and qualitatively through thematic analysis. Key findings revealed that female teachers faced significant challenges, including a lack of support from school administrators, hectic work schedules, role conflicts between domestic and professional responsibilities, financial constraints, and individual factors. To combat these issues, the study recommended regular school visits by in-service officers, flexible work schedules, reduced workloads, utilizing school administrators as instructional leaders during ‘Continuous Professional Development (CPD)’, and providing accessible professional training for all teachers. The study recommended that school administrators implement flexible work arrangements to support female teachers’ professional growth. At the same time, policymakers must ensure that training opportunities are available regardless of teaching level. In-service officers should maintain regular engagement with schools.