Perceived Impact of Professional Development on Competence and Instructional Practices Among Junior High School Teachers in the Adansi-south District

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