Abstract:
This study sought to examine the relationship between continuing professional development (CPD) and job satisfaction among public basic school teachers with reference to how CPD is planned, resourced and delivered by the Ghana Education Service. This study utilized a cross-sectional survey design in which 216 participants were selected through stratified and convenience sampling. A sample size of 182 responded to the questionnaire representing an 84% response rate. Both quantitative and qualitative data were collected and analyzed to test six hypotheses by means of Pearson Product Moment Correlation Coefficient test, two-way analysis of variance and Independent t test. Results of the analyses revealed a significant positive relationship among CPD intentions, reasons for pursuing CPD and job satisfaction. There were significant differences in job satisfaction in relation to teachers who had obtained CPD and CPD linked to performance appraisal. However, there were no significant differences in job satisfaction with reference to gender and CPD obtained; and teachers who receive CPD feedback. The main conclusions drawn from this study were that Personal Development Plans, performance appraisal, funding for CPD and feedback are often unavailable when it comes to teachers’ CPD impacting negatively on teachers’ job satisfaction. It is recommended that in planning CPD, G.E.S incorporates teachers’ personal development plans and performance appraisals which are essential to teachers’ satisfaction on the job. Furthermore, it is recommended that in resourcing CPD, teachers are supported financially and given the time needed for such activities. Additionally, timely constructive feedback and more opportunities for formal CPD should be given to teachers. A comparative study between public and private schools and an investigation into whether CPD for teachers should be compulsory or voluntary is suggested for future studies.
