Professional Development and Support Systems for Special Education Teachers

Abstract

The purpose of this study was to explore professional development and support systems for specialised primary school teachers in managing behavioural learning problems in Madibeng, Bojanala District. The literature indicates that although teachers generally support inclusive education, inadequate training, limited resources, and concerns about their capacity to manage challenging behaviour can constrain effective inclusion. The study was guided by socio-constructivist theory, which emphasises that knowledge is developed through social interaction and cultural contexts. A qualitative research approach was employed, using one-to-one interviews to collect data from 16 purposively selected participants comprising four teachers, four principals, four School Governing Body members, and four Heads of Department. The findings indicated a positive shift in teachers’ understanding of behavioural learning problems as responses to barriers and unmet needs rather than simply misconduct. However, some teachers continued to perceive specialised settings as more appropriate for certain learners, reflecting persistent challenges regarding attitudes towards inclusion. The study concludes that ongoing professional development and support are essential for strengthening teachers’ knowledge, attitudes, and practical behaviour-management skills. It recommends district-wide Positive Behaviour Support training, mandatory workshops, peer-learning opportunities, regular monitoring of teacher attitudes, and programmes supporting teachers’ emotional well-being to promote sustainable and meaningful inclusive education.