Globally, the continuous growth of professionals’ knowledge and skills is an essential part of improvement in all professions and teaching in particular. Conventional wisdom dictates that engaging in teacher continuous improvement programmes (TCIPs) drives quality instruction. Despite this observation, teacher continuous improvement programmes are still largely under researched particularly in developing countries such as Zimbabwe, where there seems to be an apparent disconnect between teacher continuous improvement programmes and quality instruction. Hence, the purpose of this study is to explore how teacher continuous improvement programmes are driving quality instruction in primary schools in Zimbabwe. The study documents experiences from a selected education district in Harare, Zimbabwe. Guided by Beer’s Viable System Model, the study utilises the exploratory case study research design. Data collection techniques included interviews, focus group discussions and document analysis. One of the key findings of the study is that models of continuous improvement programmes directly influence quality instruction. It further concludes that both institutional and personal factors significantly impact on the character of teacher continuous improvement. It recommends continual interaction among programme parts so that the programmes fully address what schools require.

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