Factors Influencing Teachers Take-up of Continuing Professional Development: the Perspectives of Basic School Citizenship Education and Social Studies Teachers of Sissala West District, Ghana.

Abstract

This study focused on the factors that influence take-up of CPD activities by Basic School Social Studies teachers and the relationship between teacher characteristics and teacher participation in CPD. The used of the mixed-method approach which involved two phases of quantitative and qualitative data. A total of 185 respondents were purposively sampled. Data on factors that support CPD take-up as well as the relationship between teacher characteristics and teacher participation were gathered using questionnaire and semi-structured interview. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Most teachers felt that consultation, good content and organisation as well as delivery were the key factors which contributed to the success of CPD activities in the district. It could be concluded from the findings of this study that linear relationship existed between the variables (teacher qualification, teacher experience) and participation in CPDs.

Keywords: Staff development, professional development, continuing professional development, participation of teachers.