The aim of this research is to address the important issue of Teacher Professional Development (TPD) policy implementation. More precisely, the investigation will examine what obstacles in implementing TPD policy are; to which extent it is possible to implement TPD policy; and what are the factors that determine effective TPD policy implementation. In doing so, a qualitative strategy of inquiry will be employed. Mainly, critical discourse analysis (CDA) will ensue, and an empirical, phenomenological approach will be used to collect and analyse data regarding how individuals experience TPD implementation. The outcome will contribute to the understanding of TPD’s implementation obstacles TPD policy processes¹ and blockages.

1 ”Processes” denotes various stages of policy implementation.