Aligning the Working Needs of Teachers to Continuous Professional Development Programmes in the Nanumba North District of Ghana: Interrogation within the Ambience of Policy and Practice



Abstract Views
597

Downloads
447

Citations

Share

##plugins.themes.bootstrap3.article.sidebar##

Submitted Dec 7, 2021
Published Jan 6, 2022
10.24018/ejedu.2022.3.1.242

Abstract viewed = 597 times

Table of Contents

##plugins.themes.bootstrap3.article.main##

Professionals all over the world including teachers need to update their knowledge and skills often through diverse Continuous Professional Development Programmes (CPDP’s). Using the Descriptive Survey Design and Mixed Method Approach, this paper assesses the policy requirements and the potency of these training programmes in relation to the working needs of teachers within the Nanumba North District of the Northern Region of Ghana. The study sampled 100 teachers and 20 administrators in various Basic Schools in the district. Mainly, questionnaires and in-person interviews were used in soliciting data. Data management and analysis in this study was done using the SPSS version (23). Even though the study did not entirely dismiss the fact that the Ghana Education Service appreciates the importance of CPDP’s, the findings strongly revealed that CPDP’s in the district do not align with the working needs of participating teachers. Organizers choose areas they deem important without conducting needs assessment for training engagements. It is recommended that CPDP’s must be incorporated into the teacher training curriculum and backed by law and thus support and address the operational needs of the Ghanaian teacher. 

 

Keywords: Continuous Professional Development Programmes, Working Needs, Teachers, Alignment, Policy, and Practice

References

  1. Acheampong, K. (2004). Whole school development in Ghana. 2005 Education For All (EFA) Monitoring Report Commissioned Study.
     Google Scholar
  2. Adams, W. (2015). Conducting Semi-Structured Interviews.
     Google Scholar
  3. 1002/9781119171386.ch19.
     Google Scholar
  4. Adu-Gyamfi, S., Donkoh, W. and Anim, A. A. (2016). Educational Reforms in Ghana: Past and Present. Journal of Education and Human Development, 5, 158-172.
     Google Scholar
  5. Alliance for Excellent Education (2006). High school dropouts cost the U.S. Billions in lost wages and taxes, according to Alliance for Excellent Education [Press release]. Washington: Alliance for Excellent Education.http://www.all4ed.org/press/pr_022806.html
     Google Scholar
  6. Atta, G. & Mensah, E. (2015). Exploring Teachers’ Perspectives on the Availability of Professional Development Programs: A Case of One District in Ghana. International Journal of Humanities and Social Science, 5(7).
     Google Scholar
  7. Bredeson, P.V. (2003). Designs for learning. Thousand Oaks, CA: SAGE.
     Google Scholar
  8. Coetzer, I. A. (2001). A survey and appraisal of outcomes-based education (OBE) in South Africa with reference to progressive education in America. Educare, 30,73-93.
     Google Scholar
  9. Darling-Hammond, L., Chung, R., and Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
     Google Scholar
  10. Day, C. & Sachs, J. (2004). Professionalism, Performativity and Empowerment: Discourses in the Politics, Policies and Purposes of Continuing Professional Development. In Day, C., & Sachs. J. (Eds.), International Handbook on the Continuing Professional Development of Teachers (pp. 3-32). Maidenhead: Open University Press.
     Google Scholar
  11. Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: Theory and Practice, 8, 381- 391. http://dx.doi.org/10.1080/135406002100000512
     Google Scholar
  12. Hassan, D. A. (2013). Analysis of Professional Development Practices for School Teachers in Pakistan: A Comparative Case Study of Public and Private Schools of Pakistan (Punjab). International Journal of Human Resource Studies, 3(4).
     Google Scholar
  13. Hattie, J. A. C. (2011). Which strategies best enhance teaching and learning in higher education? In Mashek, D., & Hammer, E. (Eds.), Empirical research in teaching and learning: Contributions from social psychology (pp. 130 –142). Hoboken, NJ: Wiley-Blackwell. http://dx.doi.org/10.1002/9781444395341.ch8
     Google Scholar
  14. Institute for Learning. (2009). 2008–09 IfL review of CPD: making a difference for teachers, trainers and learners. London: IfL.
     Google Scholar
  15. Israel, M., Ribuffo, C., and Smith, S. J. (2014). Universal design for learning innovation configuration: Recommendations for pre-service teacher preparation and in-service professional development. Gainesville, FL: CEEDAR, Center
     Google Scholar
  16. Jarvis, S. & Algozzine, B. (2006). Everything I need to know about Teaching: They Forgot To Tell Me! Thousand Oaks, CA: Corwin Press.
     Google Scholar
  17. Lessing, A. & De Witt, M. (2007).The value of continuous professional
     Google Scholar
  18. development: Teachers’ perceptions. South African Journal of
     Google Scholar
  19. Education, 27 (1), 53-67.
     Google Scholar
  20. Lindstrom, P. H. & Speck, M. (2004). The principal as professional development leader. Thousand Oaks, CA: Corwin.
     Google Scholar
  21. Ministry of Education (2005). Education Statistics Annual Abstract 2003/2004. Addis Ababa: MoE
     Google Scholar
  22. Ministry of Education (2009). Continuous Professional Development for Primary and Secondary School Teachers, Leaders and Supervisors in Ethiopia. Final draft, Addis Ababa.
     Google Scholar
  23. Mohammed, I. (2015). Factors impacting on teachers’ professionalism at secondary schools in the Elliotdale Circuit of the Dutywa Education District [Unpublished doctoral dissertation].
     Google Scholar
  24. Moyle, K. (2007). How can the Value of Educational Technologies in Schools be Measured? Paper Presented At The World Conference On Educational Multimedia, Hypermedia & Telecommunications, Vancouver: Canada.
     Google Scholar
  25. National Education Association (2010). Preparing 21st Century Students for a Global Society: An Educator’s Guide to the “Four Cs”. http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf.
     Google Scholar
  26. Ndeto, M. D. and Bwisa, H. M. (2013). Factors influencing teachers’ active involvement in continuous professional development: A survey in Trans Nzoia West District, Kenya. International Journal of Academic Research in Business and Social Sciences, 3(5), 224-235.
     Google Scholar
  27. Oluremi, D. F. (2013). Professional Development of Teachers in Africa: A Case Study of Nigeria. The African Symposium, 13(1).
     Google Scholar
  28. Riehl, L. M., Shields, P. M., and Tiffany, J. (2000). Preparing and supporting new teachers: A literature review. Menlo Park, CA: SR International.
     Google Scholar
  29. Shoqair, M. S. & Shaaban, S. S. (2013). Strategies of Professional Development for EFL and Technology Teachers. Science Publishing Group Education Journal 2013, 2 (6), 249-255. http://www.sciencepublishinggroup.com/j/e du
     Google Scholar
  30. Turner-Bisset, R. (2001). Expert Teaching: Knowledge and Pedagogy to Lead the Profession. London: David Fulton Publishers.
     Google Scholar
  31. Wilson, S., Floden, R., and Ferrini-Mundy, J. (2001). Teacher preparation research: current knowledge, gaps, and recommendations. Center for the Study of Teaching and Policy, University of Washington. http://depts.washington.edu/ctpmail/PDFs/TeacherPrep-WFFM-02-2001.pdf
     Google Scholar