Abstract:
While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date
have explored the role of TCPD in Ghana. This paper aims to map the
pathways of TCPD for in-service teachers in Ghana while exploring
the motivations and coping strategies of these adult learners. The
study employs a cross-sectional survey design in which 45 students
enrolled in an MA Education programme were trained to collect data
from 352 in-service teachers in 310 schools using a semi-structured
questionnaire as the data collection instrument. The data from the
study were analysed using both descriptive and inferential statistics.
The results from the study show that subject matter, knowledge of
curriculum, and assessment knowledge were the three most important factors behind the teachers’ motivation to participate in CPD.
Moreover, the analysis of the coping strategies of the in-service
teachers suggests that there was little or no institutional support
for them. In addition to this, despite the significant role mentorship
plays in ensuring effective teaching and learning, the overwhelming
majority of the teachers saw mentoring and exchange programmes
as one of the least important forms of CPD opportunities available.
Recommendations from the study indicate that teachers’ professional autonomy and the disparity between the professional values
and skills demanded in 21st-century education cannot be under-estimated and that more research is required on how to design
CPD programmes that will provide Ghanaian in-service teachers
with the creative and innovative skills they require.
