IMPLEMENTATION OF TEACHERS CONTINUOUS PROFESSIONAL DEVELOPMENT POLICY IN GHANA: KEY ISSUES TO CONSIDER

The purpose of this study was to examine teachers’ perspectives about the implementation of the continuous professional development policy in Ghana. The target population for this study was basic school teachers in Effutu Municipality. Explanatory sequential mixed method was employed in this study. Stratified sampling technique was used to select 150 teachers. Questionnaires and interview guide were used for data collection. The quantitative data in a form of descriptive statistics (mean and standard deviation). The interview data were transcribed and analysed thematically. The revealed that professional development courses help improves teachers’ knowledge of the subject matter; professional development improves learning and teaching. Teacher professional development improves their classroom teaching activities, Teacher professional development helps enhancing the quality of learning and teaching Teacher professional development courses improves teacher ability to support students with diverse learning needs. Concerning factors that inhibit professional development among teachers it was found that Shortage of time for teachers to implement the professional. Lack of arranging training on professional development programs and absence of motivation for teachers by the concerned bodies on the actions of professional development. The study recommended that the Regional and District Directorate of the Effutu Municipality should organize seminars and orientation on teachers’ continuous professional development to make teachers aware on professional development. Government should improve on teachers professional development to enhance the benefit teachers deserves from it. There should be frequent professional development courses organized by the Ghana Education Service to help improves teachers’ knowledge of the subject matter to improve learning and teaching.