Abstract:
The study explored teachers’ views and experiences on professional development activities
in basic schools for students who are deaf in Ghana. The study specifically looked at the
available professional development activities in the schools, teachers’ views on how the
available professional development activities make them effective, among others. The study
utilized a convergent parallel mixed methods design with survey and case studies guiding
the two aspects of the parallel convergent design. A sample of 144 teachers and 30 teachers
were involved in the quantitative and qualitative aspects of the study. Questionnaire and
focus group interviews were used to gather data for the study. Descriptive and inferential
statistics were used to analyze the questionnaire data whereas the interview data were
analyzed using the themes that emerged from the study. Findings from both questionnaire
and interview data revealed that the available professional development activity for teachers
was workshop. The study revealed further that mentoring existed in the schools but was
done on informal basis. The study revealed that collegial development even though exists in
the schools, focused on building the sign language proficiency of teachers. It emerged from
the study that teachers’ professional development needs were teaching strategies and skills,
subject matter knowledge, proficiency in sign language and proficiency in the use of
multimedia technology. The results of the study further revealed that teachers are influenced
to attend professional development activities when the topics are interesting and will enable
them to be effective as teachers. The researcher recommended that organizers of
professional development activities for teachers of students who are deaf in Ghana should
organize more professional development activities among other recommendations.
Description:
A Thesis in the Department of SPECIAL EDUCATION, Faculty of EDUCATIONAL
STUDIES submitted to the School of Graduate Studies, University of Education,
Winneba in partial fulfillment of the requirements for the award of Degree
of DOCTOR OF PHILOSOPHY, SPECIAL EDUCATION