There is limited evidence on what drives teachers to change their practices. Using primary qualitative data from 78 Zambian education personnel from the school to the provincial level, we combined thematic analysis with unsupervised machine learning to identify drivers of pedagogical shifts. We then combined qualitative analyses with linear probability models to uncover associations with teacher professional development. Our findings suggest that teaching practices are malleable, with change predominantly driven by on-site continuous professional development (CPD) opportunities relating to team-based problem-solving, verbal discussions, and skills acquisition. This highlights the potential of school-based CPD opportunities to alter teaching practices in developing-country settings.
- English
