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Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana

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Listed:
  • Ellen Abakah
  • Jacqueline Widin
  • Edward Kwabena Ameyaw

Abstract

This paper reports on an exploratory study regarding the current continuing professional development (CPD) situation of basic schoolteachers in Ghana. The study investigates the teachers’ CPD needs, frequency and nature of CPD provisions, and barriers to teachers’ participation in CPD activities. Using a cross-sectional survey involving 456 teachers, the study found that teachers required to be developed in areas of “ICT skills for teaching,†“research and dissemination,†and “teaching students with special learning needs.†It was also revealed that the predominant CPD practices were workshops, in-service training, and continuing education. However, these practices were seldom provided and rarely met the development needs of the teachers. Teachers’ participation in CPD activities were also found to be minimal due to factors such as non-available CPD offerings, lack of pre-requisite information on CPD activities and lack of schools’ support. The study concludes that the current CPD situation of teachers in Ghana reflects a lack of implemented CPD policy framework. There is therefore the need for a broader CPD policy framework that will guide the provision, participation, and CPD practices of teachers in Ghana.

Suggested Citation

  • Ellen Abakah & Jacqueline Widin & Edward Kwabena Ameyaw, 2022. "Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana," SAGE Open, , vol. 12(2), pages 21582440221, April.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221094597
    DOI: 10.1177/21582440221094597
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    References listed on IDEAS

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    1. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    2. Tabitha Grace Mukeredzi, 2016. "The Nature of Professional Learning Needs of Rural Secondary School Teachers," SAGE Open, , vol. 6(2), pages 21582440166, April.
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