Abstract:
Continuous professional development is widely recognized as essential in promoting
innovative teaching methods in the field of mathematics and science education. However,
there is still insufficient research into how CPD programmes affect the teaching practice of
mathematics teachers in the real world in public secondary schools. The main purpose of the
study was to establish the effect of CPD in ITMS on mathematics teachers ‘classroom
practices. This study was guided by socio-learning theory developed by Albert Bandura. The
study used a mixed method correlation design, involving 30 mathematics teachers who had
attended CPD ITMS training and a random sample of 15 deputy headteachers in charge of
studies responsible for overseeing the academic aspects of a school. The researcher used
questionnaires, which were distributed to 30 mathematics teachers. Semi-structured
interviews, along with an interview guide and observations using a checklist, were also
employed for data collection. SPSS Version 23 was used to analyze quantitative data, while
qualitative data were analyzed using thematic analysis. The findings indicated that access to
the CPD ITMS is limited (M = 3.69, SD = 1.02) and that logistical constraints delay
participation. Although the ITMS CPD significantly influenced learning outcomes (t(29) =
4.39, p<0.001), classroom learning was not uniform (M = 3.04, SD = 1.14). The main
challenges identified were a lack of resources, limited institutional support (M = 3.64, SD =
1.09), and inadequate feedback mechanisms (M = 2.45, SD = 1.03). Teachers emphasized
the importance of practical training and ongoing mentoring (M = 3.28, SD = 1.07). Despite
its positive impact, the CPD ITMS has faced implementation challenges (M = 2.62, SD =
1.06) which require more institutional support, allocation of resources and monitoring to
ensure a sustainable impact.
The study concluded that, although the CPD ITMS initiatives have a positive effect on the
teachers' willingness to adopt innovative methods, institutional problems such as resource
constraints and the lack of a structured follow-up process prevent full implementation. The
study recommends REB, in cooperation with providers of CPD, improve the training models,
integrate continuous mentoring and institutionalize the support of the Deputy Head Teachers
in charge of Studies in charge of studies to enhance the sustainability of ITMS. Future
research should examine the longitudinal effects of CPD ITMS on learning practices in
multiple districts to assess its long-term effect.
