Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

Abstract

This study examined the perceptions of Basic School (K-9) Teachers in Greater Accra towards continuous professional development programs. In carrying out this research, a descriptive survey design was applied. A survey was designed with Google Forms, and the link was posted to a WhatsApp group of 141 teachers from 63 basic schools in the Greater Accra Region of Ghana who were purposively sampled to participate in the study. All 141 teachers responded to the survey questions.The findings revealed mixed reactions from teachers towards continuous professional development programs/activities in Ghana. Some professional development programs, for instance, “Cluster/School Based INSET, ICT Integration in Teaching and Learning, Peer Class Observation, Classroom Management, and Subject Content and Methodology Professional Development” activities geared toward the needs of teachers therefore effective, whereas “Educational Leadership and School Management, Education of persons with Special Needs, Micro Teaching, and Social Dialogue” activities were not geared towards teachers needs therefore ineffective. The findings of this study provide valuable information to policymakers, Educational Administrators, and all stakeholders in Education. Considering the study's findings, conclusions and suggestions were provided.

Keywords: continuous professional development, teachers’ perception, basic education (K-9)

DOI: 10.7176/JEP/14-30-05

Publication date:October 31^st 2023