Abstract: Thestudy sought to investigate the effectiveness of the SwazilandEducational and Training Sector Policy (2011) on professional development of primary school head teachers.Aconvergentmixed-paralleldesign was used in which(17) seventeen head teachers were selected using random sampling and purposively selected three (3) school inspectors. Primary data were collected using semi-structured questionnaires, face-to-face oral interviews and focus group discussions. Qualitative data were analysed using thematic analysis while descriptive statisticsused for quantitative data.Findings indicate that there were no well-cut training strategies developed to enable sufficient professional development of head-teachers through in-house training.Also, the implementation of the EDSEC...........
[1]. Bubb, S., & Early, P. (2007). Leading and Managing Continuing Professional Development. London: SAGE Publication LTD.
[2]. Cresswell, J.W. (2014). Research Design: Qualitative, Quantitative and Mixed Approaches. (4th Edition). Thousand Oaks: Sage.
[3]. Dadds, M. (2004). Continuing Professsional Development: Nurturing the expert within professional development in education 40(1), 9-16
[4]. Day, C., & Sachs, J. (2004). Professionalism, performativity and empowerment: discourses in the politics, policies and purposes of continuing professional development|. Macquarie University Research Online.
[5]. Duran, M., Brunvand, S., Ellsworth, J., &Sendag, S. (2012). Impact of Reseach-Based Professional Development: Investigation of Inservice Teacher Learning and Practice in Wiki Integratio.nJournal of Research on Technology in Education, 44(4), 313-334..