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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Table of Contents

CHAPTER 1: INTRODUCTION5

Aims of the study5

Significant of the study6

Importance of the study6

Hypothesis of the study to be tested7

CHAPTER TWO: LITERATURE REVIEW8

CHAPTER 3: METHODOLOGY19

Research questions19

Limitation of the study19

Sample of the study20

Contributions of the study21

Expecting results of the study21

REFERENCES22

Chapter 1: Introduction

Aims of the study

The main focus now, however, is on the need to keep up to date with learning and to develop one's skills, knowledge, and understanding throughout life. True professionalism, as all those involved in teaching will surely recognise, relies increasingly on an ability to respond quickly and effectively to technological and organisational change, as well as to changing social and market conditions, client (that is student) requirements, government policies, and national and international regulations. (Flaherty, 1999, 87) In the context of work, a key aspect of lifelong learning is continuing professional development (CPD). This can be defined as: The systematic maintenance and improvement of knowledge, skills and competence, and the enhancement of learning, undertaken throughout an individual's working life. It is easy to assume that CPD is just a matter of attending training courses off the job. This is certainly one aspect, but there are many more. CPD activities can include on-the-job training, open learning, short courses, conferences, seminars, workshops, self-study, preparing and making presentations, and being a coach or mentor. As the definition suggests, the basis of CPD is learning, which of course comes about in different ways. It can be formal or informal, structured or eclectic, job-centred or person-centred.

Significant of the study

There are a number of ways in which our learning can be supported. For example, many professionals now have personal, business or life coaches, mentors or career counsellors: people who support us, contribute to our personal and professional development, and help us reflect on our progress and achievements. We can also receive support from our professional bodies, our employers, and the various interlocking networks of which we are members. (Flaherty, 1999, 87) So CPD today is no longer an optional extra to be undertaken according to the random needs or wishes of the individual or to meet some ill-defined, short-term organisational requirements. Planned and structured CPD is vital for survival and prosperity in an increasingly litigious society, where professional ethics are firmly, and rightly, in the spotlight and where the professions themselves - not least the teaching profession - are called upon, again rightly, to act always for the public good.

Importance of the study

All professionals need to be able to identify and measure their CPD, both for their own purposes and ...