IMPLEMENTATION OF CONTINUOUS PROFESSIONAL DEVELOPMENT: INITIAL OBSERVATIONS AMONG BASIC SCHOOL TEACHERS IN TWO MUNICIPAL EDUCATION DIRECTORATES IN VOLTA REGION OF GHANA.
Sampson, L. Yekple
Maxwell, S. Kumah
Samuel, B. Kpeglo
Samuel, N. Amek
Eunice, A. Dogoe
St. Teresa’s College of Education, Ghana
This study focused on the implementation of the Continuous Professional Development and Learning (CPDL), an aspect of the Pre-tertiary Educational Curriculum in Ghana. The study employed descriptive survey design using observation and questionnaires as the instruments for data collection. Data were analyzed using frequency counts and percentage distribution and description of what was observed. Five and ten circuits were identified in the Kpando and Hohoe Municipal Educational Directorates respectively where the study took place. In all, the research team observed the Professional Learning Community (CPL) session in ten and two sampled schools conveniently in Kpando and Hohoe Municipalities respectively. Again, 120 participants from the two municipalities were conveniently sampled to respond to the questionnaire. The study revealed that the CPDL which was instituted alongside the implementation of the National Pre-tertiary Curriculum in order to sustain and improve the teaching and learning in basic schools in Ghana is not effectively being organized. However, it was established that, Kpando Educational Directorate is doing well in attending the PLC as compared to Hohoe Educational Directorate who is struggling to organize one. Our observation established that non-availability of trained coaches (subject leads) and absence or relaxed monitoring of the PLC sessions, are contributing factors affecting the effective implementation and sustainability of the CPD program. The paper suggests an intensive training for School Improvement Support Officers to familiarize themselves with the Standard Curriculum for effective monitoring and coaching practices. It is also recommended that to train subject leads in the various schools to support the organization and sustenance of the PLC sessions in the schools to enhance learning outcomes.