Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Cogent Social Sciences
Abstract
: This study explored the work environment factors that support or constrain
the application of teacher professional development initiatives in Ghanaian basic
schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected
and interviewed from one educational district in Ghana. Findings from the study
showed that headteachers support through the provision of the required teaching and
learning resources, peer support through culture of shared norms, beliefs and values
and the opportunity to share knowledge during school-based in-service training
(INSET), interest and commitment shown by students toward learning, and availability
of needed teaching and learning materials supported transfer of learning of teachers.
In contrast, lack of time due to rigid and inflexible school timetable, teacher workload,
and inadequate teaching and learning resources constrained effective transfer of
professional development of teachers. The study concludes that educational policy makers and training practitioners need to support infrastructures that would empower
headteachers to be resourceful in order to assist and provide teachers with the
required teaching and learning facilities to facilitate the transfer of their learning.
Description
Research Article
Keywords
Training transfer, work environment, professional development, supervisor support