Teacher Professional Development and Student Learning Outcomes in Ghana: An Exploratory Survey Study
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| Format: | Recurso digital |
| Langue: | anglais |
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Zenodo
2009
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| _version_ | 1866901092182261760 |
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| author | Akua, Abena Amankwa, Kofi Afriyee, Yaw |
| author_facet | Akua, Abena Amankwa, Kofi Afriyee, Yaw |
| contents | <p>Teacher professional development (TPD) programmes in Ghana are designed to enhance teachers' pedagogical skills and knowledge, with the aim of improving student learning outcomes. A survey was conducted among a sample of teachers and students across various educational levels in Ghana to gather data on TPD programmes' implementation and their effects on academic performance. The analysis revealed that while approximately 70% of teachers reported participating in at least one TPD programme, only about half of these participants felt the training was relevant to their teaching practices. Furthermore, there was a noticeable improvement in student test scores by an average of 15% in subjects where teachers received specialized training. The findings suggest that while participation in TPD programmes is widespread, their impact on improving student learning outcomes varies significantly depending on the relevance and quality of the training provided. Policy makers should prioritise developing more specialized TPD programmes that align closely with current educational needs and teacher feedback. Schools should also consider increasing incentives for teachers to participate in these programmes. teacher professional development, student learning outcomes, Ghanaian education</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18900315 |
| institution | Zenodo |
| language | eng |
| publishDate | 2009 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teacher Professional Development and Student Learning Outcomes in Ghana: An Exploratory Survey Study Akua, Abena Amankwa, Kofi Afriyee, Yaw African education teacher training professional development educational effectiveness instructional strategies outcome measurement qualitative assessment <p>Teacher professional development (TPD) programmes in Ghana are designed to enhance teachers' pedagogical skills and knowledge, with the aim of improving student learning outcomes. A survey was conducted among a sample of teachers and students across various educational levels in Ghana to gather data on TPD programmes' implementation and their effects on academic performance. The analysis revealed that while approximately 70% of teachers reported participating in at least one TPD programme, only about half of these participants felt the training was relevant to their teaching practices. Furthermore, there was a noticeable improvement in student test scores by an average of 15% in subjects where teachers received specialized training. The findings suggest that while participation in TPD programmes is widespread, their impact on improving student learning outcomes varies significantly depending on the relevance and quality of the training provided. Policy makers should prioritise developing more specialized TPD programmes that align closely with current educational needs and teacher feedback. Schools should also consider increasing incentives for teachers to participate in these programmes. teacher professional development, student learning outcomes, Ghanaian education</p> |
| title | Teacher Professional Development and Student Learning Outcomes in Ghana: An Exploratory Survey Study |
| topic | African education teacher training professional development educational effectiveness instructional strategies outcome measurement qualitative assessment |
| url | https://doi.org/10.5281/zenodo.18900315 |