Abstract:
It is generally acknowledged that promoting teacher quality is a key element in improving
primary and secondary education. It is also believed that one critical step to improving
students’ achievement is by improving teachers’ knowledge, skills and disposition.
Therefore the study sought to investigate teachers’ understanding of continuous
professional development (CPD) and its relevance to their classroom practices in the
Kassena/Nankana West District (KNWD). Ninety-three (93) teachers out of three hundred
and ten (310) teachers were sampled using the quota sampling technique for the study.
Questionnaire, interview guide and observation schedule were the instruments used to
collect data from respondents. Data collected on the questionnaire and observation
schedule were analyzed using the descriptive statistics (frequency counts and percentages)
while data collected from the interview were analyzed using the thematic narrative
approach. Pearson product-moment correlation was used to determine the relationship
between teacher quality and effective teaching. Findings from the study revealed that over
ninety percent of basic school teachers in the KNWD understand CPD to mean any planned
continuous in-service training offered to teachers to improve teaching and learning.
Similarly, basic school teachers reported that professional development programmes were
beneficial and relevant to their classroom management the practices. Finally, the study
revealed a statistically significant, strong positive correlation between teacher quality and
effectiveness. It is recommended based on the findings that teachers should be given
enough learning opportunities through CPD programmes so as to broaden their knowledge
and also make them effective and efficient in the classroom.
Description:
A thesis in the Department of Basic Education, Faculty of Educational Studies,
submitted to the School of Graduate Studies, University of Education, Winneba, in
partial fulfilment of the requirements for award of the Master of Philosophy (Basic
Education) degree.