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Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy

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Listed:
  • Zhiqiang Ma
  • Fredrick Oteng Agyeman
  • Agyemang Kwasi Sampene
  • Mingxing Li
  • Stephen Botchway

Abstract

The critical role of the educational sector in improving and reforming society and the world has aroused the interest of governments and agencies to exert substantial financial resources to reduce the financial burden of parents in educating children and attaining a holistic approach to national development. This paper evaluates the impact of variables such as professional needs, form of training, duration period, perceived impact, and feedback effect on teacher professional development (PD) in Ghana. To facilitate the study objective, we used a survey design approach to collect data from 400 teachers in the Central region of Ghana. This paper adopted PLS-SEM for analysis. The study concludes that: (1) The duration period of PD training significantly affects teacher feedback effect and professional needs. (2) Feedback effect from teachers has a significant effect on PD. (3) The form of training that teachers receive has a direct effect on PD. (4) Perceived impact influences feedback effect and PD. (5) Teachers’ professional needs impact their feedback effect. To achieve the target goals, stakeholders, teachers, and PD planners for SHS, must ask more specifically from teachers about what knowledge or content they would like to learn and their prioritized mode of training and duration period needed.

Suggested Citation

  • Zhiqiang Ma & Fredrick Oteng Agyeman & Agyemang Kwasi Sampene & Mingxing Li & Stephen Botchway, 2023. "Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy," SAGE Open, , vol. 13(3), pages 21582440231, July.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:3:p:21582440231185116
    DOI: 10.1177/21582440231185116
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    References listed on IDEAS

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    1. Hair, Joe F. & Howard, Matt C. & Nitzl, Christian, 2020. "Assessing measurement model quality in PLS-SEM using confirmatory composite analysis," Journal of Business Research, Elsevier, vol. 109(C), pages 101-110.
    2. Masood Badri & Ali Alnuaimi & Guang Yang & Asma Al Rashidi & Rabaa Al Sumaiti, 2017. "A Structural Equation Model of Determinants of the Perceived Impact of Teachers’ Professional Development—The Abu Dhabi Application," SAGE Open, , vol. 7(2), pages 21582440177, April.
    3. Anas Almuhammadi, 2017. "EFL Professional Development: Discussion of Effective Models in Literature," English Language Teaching, Canadian Center of Science and Education, vol. 10(6), pages 118-118, June.
    4. Frederick Owusu-Boakye & Abednego Kofi Bansah & Justice Armah, 2022. "Perceptions of the Usage of WhatsApp for Instruction: A Study of Teachers in Senior High Schools in Ghana," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(1), pages 65-75, January.
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