Exploring the Impact of Professional Development on Teaching and Learning from the Perspective of Teachers in Ghana

Abstract

This qualitative study explored teachers' perceptions of the impact of Professional Development (PD) programmes on teaching and learning in four Ghanaian schools in the West Gonja district in the Savannah region. Data were gathered using document analysis and semi-structured interviews with twenty-eight (28) teachers from the four case study schools. The major findings that emerged from the data analyses were: 1) in-service PD is essential for the continuous upgrade of teachers to meet rising challenges  of the profession because pre-service training cannot prepare them for such unforseen challenges;  2) improper planning, content, timing and strong focus on student learning are the main factors found to affect PD programmes; and 3) the main challenges teachers face in relation to PD programmes are  improper organisation and the inability of teachers  to implement gained PD knowledge in the classroom. In general, the data had validated that, whether teachers are neophytes or experienced, PD is essential in sustaining the changes made to their teaching practice. This study provides insight on the impact of professional development in Ghana and could help in shaping policy and practice in the country, sub-region, other developing nations and beyond.