Exploring the challenges facing teachers at Kumasi Girls Senior High School and their continuous professional development needs

Abstract

The study sought to explore the challenges teachers face in carrying out their roles and responsibilities and their continuous professional development needs at Kumasi Girls’ Senior High School in the Kumasi Metropolis. This was a qualitative research which employed a case study design. Data for the study was collected in two phases, by the use of semi-structured questionnaire and semi-structured interviews. The population of the study was one hundred and eight staff of the school. Stratification of the population was done to select fifty-two (52) participants to respond to the questionnaire schedule. A simple random sampling technique was used to select forty-five (45) teachers to respond to the questionnaire. Convenience sampling technique was used to select five (5) heads of departments and two (2) head teachers to respond to the questionnaire schedule. Ten respondents of the questionnaire were selected to participate in the interview. Maximal variation sample technique was used to select six (6) teachers, while convenience sampling technique was used in the selection of three (3) heads of departments and one (1) assistant headmistress. The data collected through the two instruments were analysed thematically. The data revealed that huge class size was one of the challenges the teachers faced in terms of students management issues in the school. It is therefore recommended that the average class size stipulated by the Ghana Education Service is followed; more teachers, service personnel and interns could be employed. The study also revealed that parental involvement in education was low and this was partly due to the value parents placed on education and the poor communication that exists between the school and parents. Therefore, good communication mechanisms should be employed to address issues of concern