Expectation and challenges of continuous teacher professional development a case study of Enyan Abaasa technical institute in Ajumako District.

Abstract

The purpose of the study was to examine the expectations and challenges of teachers’ continuous professional development in Ajumako District using Enyan Abaasa Technical institute as a case study. The objective of the study were to investigate the perceptions of teachers with regards continuous professional development. Identify benefits teachers gain from continuous professional development and investigate factors that inhibit continuous professional development of teachers. The population for this study comprised all teachers of Enyan Abaasa Technical institute in the Ajumako District. The study adopted the explanatory mixed method approach. A sample of 52 teachers were selected for the study using census sampling methods. Questionnaires and interview guide were used to gather data for the study. Frequency, percentage and the mean value were used to analyse the questionnaire. The interview data were analysed using thematic approach. The study revealed that professional development is a reflective activity designed to improve teachers attributes, knowledge, understanding and skills; learning experiences of teachers. The study also revealed that professional development courses help improves teachers’ knowledge of the subject matter; professional development improves learning and teaching. Finally, the study revealed that supportive school leadership are dominant facilitator of CPD of teachers. The study recommended that the Regional and District Directorate of the Ajumako District should organize seminars and orientation on teachers’ continuous professional development to make teachers aware on professional development.