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University of Education, Winneba Perspectives Of University of Education, Winneba http://ir.uew.edu.gh UNIVERSITY OF EDUCATION, WINNEBA PERSPECTIVES OF SENIOR HIGH SCHOOL TEACHERS IN SEKYERE SOUTH DISTRICT OF ASHANTI ON CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) PROGRAMMES ORGANISED FOR THEM ISAAC NKRUMAH FRIMPONG A Dissertation in Department of Educational Leadership, Faculty of Education and Communication Sciences, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirements for award of the Master of Philosophy (Educational Leadership) degree JANUARY, 2018 i University of Education, Winneba http://ir.uew.edu.gh DECLARATION STUDENT’S DECLARATION I, ISAAC NKRUMAH FRIMPONG, declare that this dissertation, with the exception of quotations and references contained in published work which have all been identified and duly acknowledged, is entirely my own original work, and it has not been submitted, either in part or whole, for another degree elsewhere. SIGNATURE………………………………………….. DATE………………………………………………….. SUPERVISORS’S DECLARATION I, hereby declare that the preparation and presentation of this work was supervised in accordance with the guidelines for supervision of dissertation as laid down by the University of Education, Winneba. NAME OF SUPERVISOR: DR. HINNEH KUSI SIGNATURE ……………………………………………………… DATE ………………………………………………………….. ii University of Education, Winneba http://ir.uew.edu.gh ACKNOWLEDGEMENTS I wish to thank all those wonderful people who helped me in diverse ways during this study. I am especially indebted to Dr. Hinneh Kusi, my supervisor, for his encouragement and valuable academic support in the course of my studies. A million thanks to Mr Kennedy Asenso and Madam Christiana Donzon for their invaluable suggestions, assistance, and contributions especially during the proposal writing stage and the final stages of this research. Finally, my special thanks also go to the Director of Education and headmasters of the public senior high schools in the Sekyere South District for granting me permission to conduct the study in their district and schools respectively. I am very grateful to all the assistant headmasters in the public senior high schools in the district for spending their time and effort to make this study successful. iii University of Education, Winneba http://ir.uew.edu.gh DEDICATION To my wife, Harriet Pokuaa Frimpong and my children Gertrude, Raphael, Isaac and Nhyira. iv University of Education, Winneba http://ir.uew.edu.gh TABLE OF CONTENTS CONTENT PAGE TITLE PAGE DECLARATION ii ACKNOWLEDGEMENTS iii DEDICATION iv TABLE OF CONTENTS v LIST OF TABLES x LIST OF ABBREVIATIONS / GLOSSARY xi ABSTRACT xiii CHAPTER ONE: INTRODUCTION 1 1.1 Background of the Study 1 1.2 Statement of the Problem 5 1.3 Purpose of the Study 7 1.5 Research Questions 8 1.6 Significance of the Study 8 1.7 Delimitation of the Study 9 1.8 Limitations of the Study 10 1.9 Definition of key Terms 10 1.10 Organisation of the Dissertation 11 CHAPTER TWO: LITERATURE REVIEW 12 2.0 Introduction 12 2.1 The Concept of Professional Development 12 2.2 The Concept of Continuous Professional Development/INSET 18 2.3 The Human Capital Theory 23 v University of Education, Winneba http://ir.uew.edu.gh 2.4 Importance of CPD Programme 27 2.5 Models of CPD Programme 31 2.6 Teachers Views on the Impact of CPD Programmes Organised for Them 36 2.7 Challenges Teachers Face in Accessing CPD Programme 42 2.8 Training Needs of the SHS Teachers 45 2.9 Strategies for Improving CPD Programme: Teachers Views 48 2.10 Summary 50 CHAPTER THREE: METHODOLOGY 53 3.0 Introduction 53 3.1 Interpretive Paradigm 53 3.1.1Research Approach 55 3.1.2 Research Design 56 3.2 Setting of the Study 58 3.3 Population of the Study 59 3.4 Sample Size and Sampling Technique 59 3.5 Data Collection Instruments 62 3.5.1 Questionnaire 62 3.5.2 Interview Schedules 63 3.6 Pre-testing of the Instruments 64 3.7 Data Collection Procedure 65 3.8 Data Analysis 66 3.9 Positionality of the Researcher 67 3.10 Validation of Research Findings 68 3.11 Ethical Considerations 69 3.12 Summary 69 vi University of Education, Winneba http://ir.uew.edu.gh CHAPTER FOUR: PRESENTATION OF FINDINGS 70 4.0 Introduction 70 4.1 Part One: The Background Information of Respondents to the Questionnaire 71 4.1.2Part Two: Presentation of Questionnaire Findings 72 4.2.1 Kinds of CPD Programmes Organised for the Teachers 73 4.2.2 The Relevance of CPD/INSET Programmes to the Needs of Teachers. 77 4.2.3 Effectiveness of the CPD Programmes. 77 4.2.4 Teachers‘ Views on Impact of CPD Programmes Organised for them. 79 4.2.5 The Organisation of CPD/INSET Activities. 81 4.2.6 Challenges SHS Teachers Face in Accessing CPD Programmes. 85 4.2.7 Motivation for SHS Teachers‘ Participation in CPD Programmes. 85 4.2.8 Improving CPD Programmes for Meaningful Teaching and Learning in the Schools. 87 4.3.0 Introduction 89 4.3.1 Part One: Background Information of the Interviewees 90 4.3.2 Part Two: The Interview Findings. 90 4.3.2.1 Kinds of CPD Programmes Organised for the Teachers. 91 4.3.2.2 The Relevance of CPD/INSET Programmes to the Needs of Teachers 94 4.3.2.3 Effectiveness of the CPD Programmes. 96 4.3.2.4Teachers‘ Views on the Impact of CPD Programmes Organised for them 97 4.3.2.5 The Organisation of CPD/INSET Activities. 99 4.3.2.7 Motivation for SHS Teachers‘ Participation in CPD Programmes. 104 4.3.2.8 Improving CPD Programmes for Meaningful Teaching and Learning in the Schools. 106 4.4 Summary 108 vii University of Education, Winneba http://ir.uew.edu.gh CHAPTER FIVE: DISCUSSION OF FINDINGS 110 5.0 Introduction 110 Presentation of Data Analysis and Discussion 111 5.1 Kinds of CPD Programmes Organised for the Teachers 111 5.2 The Relevance of CPD/INSET Programmes to the Needs of Teachers 113 5.3 Effectiveness of the CPD Programmes. 116 5.4 Teachers‘ Views on the Impact of CPD Programmes Organised for Them 119 5.5 The Organisation of CPD/INSET Activities 123 5.6 Challenges SHS teachers face in Accessing CPD Programmes 125 5.7 Motivation for SHS Teachers‘ Participation in CPD Programmes 127 5.8 Improving CPD Programmes for Meaningful Teaching and Learning in the Schools. 129 5.9 Summary 132 CHAPTER SIX: SUMMARY OF FINDINGS, CONCLUSION AND 133 RECOMMENDATIONS 133 6.0 Introduction 133 6.1 Main Findings of the Study 134 6.2 Conclusions 135 6.3 Recommendations for Professional Practice 136 6.4 Suggestions for Further Research 138 REFERENCES 139 APPENDIX A: MAP OF SEKYERE SOUTH DISTRICT 161 APPENDIX B: SAMPLE PERMISSION LETTER 162 viii University of Education, Winneba http://ir.uew.edu.gh APPENDIX C: QUESTIONNAIRE FOR SHS TEACHERS 163 APPENDIX D: INTERVIEW GUIDE FORPROVIDERS 172 APPENDIX E: CODING SCHEME FOR RESPONDENTS/INTERVIEWEES 177 ix University of Education, Winneba http://ir.uew.edu.gh LIST OF TABLES TABLE PAGE 1: The sample size of the study 61 2: Sample of Interviewees 61 x University of Education, Winneba http://ir.uew.edu.gh LIST OF ABBREVIATIONS / GLOSSARY S.H.S: Senior High School CPD: Continuous Professional Development UNESCO: United Nations Educational, Scientific and Cultural Organisation SSA: Sub-Sahara Africa AAI: African-American Institute NSDC‘s: National Staff Development Council‘s EFA: Education for All OECD: Organisation for Economic Co-operation and Development GAST: Ghana Association of Science Teachers INSET: In-service Training HTC: Human Capital Theory KOYISS: Konadu Yiadom Senior High School AGASS: Agona Adventist Senior High School ADGASS: Adu Gyamfi Senior High School OASS: Okomfo Anokye Senior High School ASHTEC: Agona Senior High Technical School EFFISCO: Effiduase Secondary Commercial PT: Participating Teacher GES: Ghana Education Service SEIP: Secondary Education Improvement Programme GAST: Ghana Association of Science Teachers GATE: Ghana Association of Teachers of English MAG: Mathematics Association of Ghana xi University of Education, Winneba http://ir.uew.edu.gh GASS: Ghana Association Social Sciences MoE: Ministry of Education WASSCE: West African Secondary School Certificate Examination HOD: Head of Department P.T.A: Parent-Teacher Association GNAT: Ghana National Association of Teachers NAGRAT: National Association of Graduate Teachers xii University of Education, Winneba http://ir.uew.edu.gh ABSTRACT This research explored the Perspectives of Senior High School Teachers in Sekyere South District of Ashanti Region on Continuous Professional Development (CPD) Programmes Organised for them. It was a qualitative research underpinned by interpretive philosophical thought which employed a case study approach to collect data using semi-structured questionnaire and semi-structured interview. In the first phase, Proportional Stratified Random Sampling technique was used to select 57 SHS teachers from the 5 public senior high schools in the Sekyere South District to respond to the questionnaire, while the second phase involved semi-structured interviews with 10 CPD providers selected using the Purposive Sampling technique. The data gathered was analysed thematically since the two instruments generated similar themes. The study indicated that, the CPD programmes were very useful to the teachers since they improve their professional skills, content knowledge and impact positively on students‘ performance. The research also indicated that teachers in the district access CPD in the form of workshops, mentoring, annual conferences, and study leaves however their access to these programmes was hindered by financial constraint, wrong timing, and inadequate resource materials. It further revealed that the main sources of the teachers‘ inspiration for accessing the CPD programmes were acquisition of professional skills and knowledge coupled with the correlation between the CPD programmes and classroom practice. The research concluded that CPD programmes in the Sekyere South district are irregular and are not well organised so the SHS teachers need further training in teaching methodology to help improve the quality of education in the district.
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