Abstract:
Education is considered as the bedrock for economic, political and social transformation of any society. Over the years there has been an increasing awareness and acceptance of assertion that teachers are the oil that lubricate the engine of education in society. If it is so, then professional development of teachers is an essential ingredient for development of skills, knowledge, and attitude to enhance their delivery in effective and efficient manner. Additionally, there are some factors that increases teachers desire to participate in courses leading to professional development, especially through the distance mode. The study sought to find out factors influencing motivation for continuing professional development through distance education for teachers in the East Akim Municipality. The objectives of the study includes to identify factors that motivate teachers to enrol and participate in distance education, to identify sources of funding for the programme by participating teachers and to determine challenges participants face in pursuit of their aspirations and how they dealt with the challenges.
The sample consisted of 160 respondents which were made up of 77 males and 63 females with the breakdown as: 120 from University of Education – Winneba, constituting 70 males and 50 females, 40 from University of Cape Coast with 27 males and 13 females. Descriptive survey design was employed and stratified random sampling technique used to select the sample.
The main instrument for data collection was questionnaire and data was analysed both qualitatively and quantitatively in the form of simple percentages. The main findings of the study were that participants were highly by factors such as upgrading knowledge, which led to promotion and subsequently better salary, status enhancement and respect. It came to light also that ability to continue with domestic chores, securing current work position, lack of access to study leave with pay and the relative flexibility in learning schedules were some of the commitments considered most, which made the opt for distance mode of education. It was observed also that, participants faced
many challenges in pursuit of their goals and these challenges included financial difficulties, blending studies with work and other family and social commitments.
Recommendations and suggestions given were that, the government and for that matter teachers must ensure that teachers who embark on further studies be put on a salary scale commensurate with their academic and professional attainment as pertain to other professional bodies. Distance education should be given the desired attention and for that matter, GES should give financial support to teachers who embark on further studies through distance education. There should also be a re-focus of attention on adopting a significant different context on the planning, delivery and evaluation of teachers professional and academic development.
