Abstract:
The study examined the relationship between continuous professional development
(CPD) and job-related performance among headteachers of public basic schools in the
Kpone-Katamanso Municipality. The study was guided by four (4) objectives which
were transformed into three research questions and one hypothesis. The descriptive
survey design, specifically, the cross-sectional design, with a quantitative approach
was employed in conducting the study. The study focused on headteachers in public
basic schools within the Kpone-Katamanso Municipality, numbering 56. The census
method was used to engage all the 56 headteachers in the study. Standardised
questionnaires were administered to the 56 headteachers. The data collected were
analysed using means and standard deviations, Pearson Correlation and one-way
analysis of variance (ANOVA). The study discovered both positive and negative
relationships between CPD and job-related performance. The study further revealed
that among the three dimensions of job-related performance, respondents were low on
tasks performance and counterproductive behaviours. Respondents were however,
high on contextual performance. It was concluded that headteachers are more likely to
perform excellently on their respective jobs when they are offered efficient trainings
in their respective areas. Educational stakeholders in the Kpone-Katamanso
Municipality are therefore encouraged to regularly organise continuous professional
training programmes for headteachers in their respective areas to enhance their jobrelated performances.
Description:
A thesis in the Department of Educational Administration and Management, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of Master of Philosophy (Educational Administration and Management) in the University of Education, Winneba
DECEMBER, 2021