Understanding Student Wellness in Continuous Teacher Professional Development Programs in Zimbabwe: A Multi-Dimensional Approach

This study explores the wellness experiences of students enrolled in Continuous Teacher Professional Development Programs in Zimbabwe, using a multi-dimensional approach informed by Self-Determination Theory (SDT). As the demand for lifelong learning intensifies within the teaching profession, CPTDPs have emerged as critical pathways for professional growth. However, limited attention has been given to the wellness of students navigating these programs while balancing professional, academic, and familial responsibilities. Using a qualitative methodology, in-depth interviews were conducted with nine student teachers drawn from various institutions across Zimbabwe. The findings reveal that while students value the opportunity to advance professionally, they often face emotional, physical, and psychological strain. Key themes that emerged include role overload, time conflicts, inadequate institutional support, and constrained autonomy factors that impact motivation and overall well-being. Despite these challenges, students adopt coping strategies such as time management, peer support, and drawing strength from family and spirituality. The study underscores the need for CPTDPs to integrate wellness-sensitive designs that recognise the complexities of adult learners’ lived experiences. Recommendations include redesigning program structures to be more flexible and supportive, ensuring institutional responsiveness to student wellness needs, and fostering environments that enhance autonomy, competence, and relatedness, core SDT components. This research contributes to a deeper understanding of adult student wellness in professional development settings and advocates for more inclusive, human-centered program implementation frameworks in Zimbabwe and similar contexts.