A Context-Responsive Multi-Level Model for Mathematics and Science Teacher Professional Development in Low-Resource Education Systems

Despite expanded access to schooling and increased teacher qualification in Sub-Saharan Africa, improvements in mathematics and science learning outcomes remain limited due to persistent constraints on instructional quality. This study examines a context-responsive, multi-level teacher professional development (TPD) model with low-resource implementation in mind. Drawing on a qualitative design, data were collected from multiple sources involving mathematics, science teachers and education officers. The intervention integrated contextual diagnosis, emotional intelligence (EI) preparation, collaborative pedagogical content knowledge (PCK) development using CoRes and PaP-eRs, and job-embedded lesson study supported by supervisory engagement. The findings reveal a preparedness-implementation paradox: while teachers reported strong gains in instructional preparedness and motivation, these did not translate into confident classroom enactment due to material shortages, systemic pressures, and weak instructional support structures. The study advances a context-responsive model that conceptualises TPD as a multi-level system linking teacher learning, affective readiness, collaborative design, classroom enactment, and instructional leadership.