Harnessing WhatsApp for Continuous Professional Development: A Self-Directed Approach for Luganda Teachers
Abstract
This study examines the Luganda Teachers Association WhatsApp group as a self-directed Continuous Professional Development (CPD) medium. It was established that the group facilitates teacher collaboration, experience sharing, and skill development in areas such as pedagogy, lesson planning, classroom practices, and assessment. Employing discourse analysis, the researchers dedicated a significant portion of the study to examining members' posts, extracting meaning, and identifying themes and patterns aligned with the study's objectives. The analysis focused on forum administration, professional and social benefits, and prevalent discussion topics, providing a comprehensive understanding of the online community's dynamics. The findings highlight the benefits of using WhatsApp for professional and social development, including enhanced teaching skills and community building. However, the study also notes the potential risks of over-dependence on WhatsApp as a source of information, which may impact professional growth and mental well-being. The study recommends that teachers shouldn’t entirely use WhatsApp for continuous professional development. The Ministry of Education should revive the traditional method of holding a physical CPD programme. A regulatory framework is also necessary to help teachers overcome dependence on WhatsApp as a professional development outlet
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Copyright (c) 2025 Masaazi Fred Masagazi, PhD, Edward Masembe, PhD, Willy Ngaka, PhD, Prosperous Nankindu, PhD
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