The perceptions of novice teachers regarding professional development and teacher competencies.

This study explores the perceptions of novice teachers regarding professional development and the extent to which it contributes to the development of teacher competencies. Quality education is strongly dependent on the availability of competent and well-supported teachers, as teachers play a critical role in creating effective learning environments and influencing learner achievement. In South Africa, novice teachers are expected to fulfil various professional roles and responsibilities as outlined in educational policies; however, many experience challenges in meeting these expectations due to the complex and demanding nature of the teaching profession.Professional development is recognised as an essential component in supporting teachers’ continuous growth by strengthening their knowledge, skills, values and classroom practices. It enables teachers to develop the competencies required to respond effectively to changing educational contexts and diverse learner needs. However, research indicates that professional development opportunities are not always regular, relevant or aligned with teachers’ individual and professional needs. This creates a need to investigate whether existing professional development initiatives effectively support novice teachers in developing the competencies required for successful teaching.The aim of this study was to determine the perceptions of novice teachers regarding professional development and teacher competencies. More specifically, the study aimed to determine the professional development opportunities novice teachers had received during the first five years of their professional careers, how they implemented their professional learning within their pedagogical practices, the extent to which professional development supported their competence as teachers, and the challenges and benefits they experienced in relation to professional development.The study was guided by the following main research question: What were the perceptions of novice teachers regarding professional development and teacher competencies? To address this question, the following sub-questions were explored:What professional development had novice teachers received during the first five years of their professional careers?How had novice teachers implemented their professional development within their pedagogical practices?To what extent did professional development support novice teachers’ competence as teachers?What challenges and benefits did novice teachers experience regarding professional development?Through exploring novice teachers’ experiences and perspectives, this case study sought to contribute to a deeper understanding of how professional development can be structured and implemented to better support early-career teachers. The study highlights the importance of continuous, relevant and context-specific professional development opportunities that bridge the gap between theoretical knowledge and practical classroom application, ultimately contributing to improved teacher competence, teaching quality and learner outcomes.