Abstract:
The study examined perceived impact of professional development on
competence and instructional practices among junior high school teachers in the
Adansi-South District. A descriptive survey design approach was used for the
study. Using the census technique, junior high school teachers from the various
public schools were contacted with 285 participants responding to a structured
questionnaire. Statistical procedures adopted in the data analysis were mainly
means and standard deviations, multiple regression, and one-way MANOVA.
The study found that the predominant teachers’ professional development was
the ones that were concerned with planning in the classroom. Teachers also
believed they had high levels of professional competence. Also, teachers
believed they had good instructional practices. Teachers’ professional
development predicted both professional competence and instructional
practices. There were no significant gender differences in teachers’ professional
competence whilst there were gender differences in instructional practices.
Finally, there were no significant gender differences in teachers’ professional
development. Based on the findings, it was recommended that the Ministry of
Education, Ghana Education Service and head teachers should ensure that
teachers go through regular continuous professional development. Educational
policy makers as well as organisers of Continuous Professional Developments
should organise training programmes that are relevant for teachers in the
classroom
