iz

This paper is aims to investigate the teachers‟ perceptions about continuous professional development programs, and impact of these programs on their knowledge, skills and classroom practices. The study, more specifically sought to determine the quality and effectiveness of continuous professional development programs by gauging teachers‟ views and beliefs. The study employed qualitative instruments such as structured questionnaire, semi–structured interviews to collect data from sample of 86 teachers. In qualitative terms, the data regarding the perceptions of teachers were structured around three dimensions Teachers, Trainers and Professional development programs. Findings revealed that teachers perceived professional development programs positive and significant to improve their knowledge and skills. Teachers perceived that trainers need to work more collaboratively with teachers such as listening to them, mentoring and coaching rather than instructing. Teachers also valued the sense of „teachers‟ collaboration‟ as a new powerful and effective instrument to improve their teaching practices. The study also revealed the elements of quality of continuous professional development programs and factors that could contribute in successful implementation of such programs.

Keywords: Continuous Professional Development, Teachers‟ Perceptions, Professional Knowledge.