The impact of Teacher Professional Development on reading outcomes in Inclusive Primary schools: Evidence from Dimamo Circuit, Limpopo Province

Abstract

This study investigates the influence of Teacher Professional Development (TPD) on reading outcomes in inclusive primary schools within the Dimamo Circuit, Capricorn District, Limpopo Province. Despite national initiatives to strengthen inclusive education and literacy, many learners in rural South African contexts continue to face persistent reading difficulties. Grounded in Shulman’s (1986) Theory of Pedagogical Content Knowledge (PCK), the study emphasizes the integration of subject knowledge and pedagogical skills as essential for effective reading instruction. A qualitative case study design was employed, using semi-structured interviews, classroom observations, and document analysis with Foundation Phase teachers. Thematic analysis revealed that sustainable and contextually relevant TPD improves teachers’ confidence and competence in supporting diverse learners. However, inconsistencies in programme delivery, limited follow-up support, and inadequate adaptation to inclusive contexts hinder long-term impact. The discussion highlights the need for continuous, collaborative, and practice-oriented professional development aligned with inclusive education principles. Recommendations include strengthening programme relevance, embedding mentoring and monitoring structures, and ensuring resource provision to sustain inclusive reading practices. The study contributes to scholarship by demonstrating the critical link between teacher professional growth and learner reading achievement, offering evidence-based insights for policymakers, teacher training institutions, and education stakeholders. By situating TPD within the broader discourse on literacy and equity, the research underscores professional development as a key pathway toward improving reading outcomes and advancing inclusive education in rural South African schools.