抽象的

Professional Development: Educator's Experiences and Attitudes on the Impact of the Implementation of the Public Service Management (PSM) Circular on the Job Grades for Educators in the Education Sector of Namibia

Nelson Antonio*

Recognition of individual performance of educators is the most crucial and success factor that determines the future, growth and professional development of educators in any education system of a country. This phenomenological hermeneutics project seeks to explore and provide an in-depth understanding of the lived experiences and attitudes of educators regarding the implementation and impact of the Public Service Management (PSM) circular on the job grades of educators. The (PSM) circular no.6 of 2013 from the Office of the Prime Minister (OPM) was critically analysed by adopting a qualitative research approach using document analysis to guide the development of instruments. A qualitative research approach was executed to conduct interviews and focus group discussions for assessing and collecting data among educators. The findings revealed disparities within the minimum and maximum job grades for educators. This paper demonstrates that the (PSM) circular was only embraced by a few educators; it discourages teacher education and weakens the provision for a decent standard of living for educators. This is placing PhD and diploma holders on the same job grades and remuneration. This study recommends a critical review of the entire reward strategy and philosophy, and the recognition of individual performance of educators to motivate educators to remain intent and on renewal with education and the advancement of modern technology.