Improving Basic Schools through Continuous Professional Development: The Case of Amia-Ba Circuit of Ajumako Enyan Essiam District

Abstract

The study employed the explanatory sequential design. The purposive and simple random sampling techniques were used to sample 10 head teachers and 70 teachers from 10 public basic schools in the Circuit. Questionnaires and semi-structured interview guide were used to collect data from the respondents. The study established that the head teachers and teachers understand continuous professional development as training organised by the school and the Ministry of Education and other opportunities used by teachers and head teachers to improve their professional competence.  CPD helps improve teachers’ knowledge in the subject area and teaching strategies and enhances teachers’ understanding of their students thinking and learning patterns and influence head teachers and teachers administrative and classroom practices. Well planned and executed workshops, seminars, and other short courses will offer structured opportunities for the head teachers and teachers to acquire knowledge and skills.

Keywords: professional development, school improvement, head teacher, teacher, Ajumako Enyan-Essiam District