Relationship between continuous professional development and job performance of headteachers of basic schools in the Kpone-Katamanso Municipality

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.