Abstract:
The main purpose of the study was to investigate the influence of Continuous
Professional Development of teachers on the academic performance of students in the
Sagnarigu District and establish the relationship between them. The descriptive
survey design was adopted for the study, describe and interpret teacher’s perceptions
on continuous professional development. School performance test from the end of
term examination were used to gather data for the survey from accessible population
of all Junior High Three, one and two pupils in the district. Interview was also used to
gather information from the head teachers of the respondents. Stratified random
sampling technique was used to select 336 respondents (students), 16 teachers and
four 4 head teachers. Statistical Package for Social Sciences (S.P.S.S.) software was
used to analyze the data gathered to determine the correlation coefficient. Findings
from the study indicated that teachers are satisfied with the way CPD programmes are
organized, but they disagree with the satisfaction of its organization. Teachers
disagreed that there is mechanism in place to supervise staff development activities.
Teachers strongly agreed that during breaks/vacation is the best times to participate in
CPD activities. For training materials to be made available to teachers to use after
employers’ provision support for staff development, teachers indicated that these
materials are not being made available to them. There was a moderate significant
positive relationship between teacher’s academic qualifications on students’ academic
performance, thus teachers with degree qualification have students with higher scores
than teachers with diploma certificates. It is recommended that teachers, parents,
policy makers and guidance and counselling coordinators should ensure that
appropriate measures should be put in place to ensure that the organization of CPD is
done with teachers inclusive and better mechanism should be put in place to ensure
teachers transfer what they are trained for into the classroom for better outcome of
result
Description:
A thesis in the Department of Educational Administration and
Management, Faculty of Educational Studies, submitted to the
School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba
APRIL, 2022
