Abstract:
The study aimed at assessing the effect of conducting Training Needs Assessment
(TNA) on basic school teachers before trainings at the Ghana Education Service
(GES) in the Kasena/Nankana Municipal. The study adopted quantitative research
approach. Descriptive and inferential statistics design was used. In this study, a
sample of 319 basic schools teachers was recruited. Questionnaire was used to gather
information from the sampled teachers. Statistical package was used to process all the
gathered data. The study found that conducting performance appraisal of teachers,
comparing the current abilities of teachers and the new requirements of work, and job
descriptions of teachers, are the major Training Needs Assessment (TNA) method
used by Ghana Education Service (GES) in Kasena/Nankana Municipality before
training teachers. It appeared from the study that training needs assessment (TNA)
makes it possible for teachers to develop their potentials, and improve the
effectiveness of teachers in performing assigned tasks. The study found a positive and
significant relationship between teacher needs assessment and teachers performance.
It was concluded that training cannot be effective if the performance is not first
identified and analyzed. The study recommended that GES should see TNA as an
important exercise that should be carried out before designing any training
programme since it will lead to the implementation of appropriate training that will
equip teachers with the requisite knowledge and skills for the performance of their
present and future job assignments.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of
Education and Communication Sciences, submitted to the School of Graduate
Studies, University of Education Winneba, in partial fulfilment of the
requirements for award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2019