ISSN 2039-2117 (online) ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 5 No 20 September 2014 2864 The Need for Professional Development of Educators: A Key to Improving the Culture of Teaching and Learning J.G. Kheswa N.S. Department of Psychology, University of Fort Hare, Private Bag X 1314, Alice, 5700 South Africa. Email: jkheswa@ufh.ac.za Sandlana Department of Psychology, University of Fort Hare, Private Bag X 1314, Alice, 5700 South Africa. Email: nsandlana@ufh.ac.za S. J. Kwatubana School of Educational Sciences North- West University (Vaal Campus), P.O Box 1174, Vanderbijlpark, 1900, South Africa Email: Sipho.Kwatubana@nwu.ac.za Doi:10.5901/mjss.2014.v5n20p2864 Abstract Professional development of educators is important in advancing educational practices. The resultant collaboration between the district and school (i.e. principals and educators) serve as a foundation for skills acquisition, assessment and learner’s performance. Grounded in motivation theory and various models advocating professional development, this article proposes strategies on how educators can enhance their teaching methods for learners’ academic performance, since the barriers to learning are enormous(e.g scarcity of resources, poverty, overcrowding ). The findings of this paper reveal that professional development can contribute towards assessment, identification and counselling of learners based on collaboration between the district and educators, including the principals. Keywords: Professional development, educators, academic performance, teaching styles, 1. Introduction Professional development of educators must be a prerequisite for any education system. It updates educators about their general education and subject knowledge. Furthermore, educators who undergo professional development workshops, gain insight which helps them to understand themselves, and expand their teaching skills and learning processes (Donald, Lazarus & Lolwana, 2006). Niemann (2008) advocates that professional development should be in line with the South African Skills Development Act of 1998 and align with broader national norms, the personal career development plan of individuals and the strategic organisational needs of the schools. Professional development refers to any activities aimed at improving the quality of teaching, by means of on-going training and support, and allows learning to be integrated in a meaningful, concrete way that addresses specific challenges educators have in their own classrooms (Lessing & de Witt, 2007). It embodies high quality and relevant teacher- education programmes which respond to the diverse needs of learners and educators in order to promote competence and collaboration among all stakeholders (parents, learners, district and educators) (Scheerens, 2010). Mullen (2000) asserts that collaboration is important as it encourages teamwork and creative partnership between educators to identify mutually defined barriers and needs, and ways to meet such needs and when professional development has collaboration. When professional development is continuous, educators become intrinsically motivated and tend to bring their prior knowledge and experience, which, in turn, contributes to their competence, confidence and commitment to teaching and learning. Because of their involvement in such workshops, they are taught how to specifically assess their own practices, and apply different teaching and learning methods that enhance cognitive stimulation of learners (Bredeson, 2003). Professional development deepens educators’ knowledge of the learning areas, sharpen their skills in the classroom and generate new knowledge. Furthermore, it addresses identified gaps in learner achievement, increases the