Perspectives and Practices of teachers of early childhood centres about their continuous professional development in Effutu Municipality

Abstract

The purpose of this study was to explore the perspectives and practices of teachers of Early Childhood Centers about their Continuous Professional Development (CPD) in Effutu Municipality. From the target population, a sample size of 156 teachers and five Head teachers were selected for the study. The study employed concurrent triangulation design and purposive sampling technique. Questionnaires and interviews were used to collect data. The data from the questionnaire were analyzed using percentage, frequency and mean score while the interview data were analyzed in theme. The study revealed that teachers perceive Continuous Professional Development as activities designed to meet the rising expectations of teachers and to improve their knowledge, skills, and abilities and stay up to date. Again, Continuous Professional Development is the improvement and broadening of teachers’ knowledge and skills, throughout their working life. The study also revealed that the types of Continuous Professional Development activities early childhood teachers in Effutu Municipality undertake were mainly further studies, workshops, mentoring inadequate coaching. The study also found that inadequate time for teachers to implement the Continuous Professional Development actions, inadequate trained Continuous Professional Development facilitators and lack of awareness of Continuous Professional Development opportunities were challenges confronting Continuous Professional Development practices of early childhood teachers in Effutu Municipality. The study concluded that these challenges affect teaching and learning. The researcher recommended that the Regional and District Directorate of GES should organize more Continuous Professional Development workshops for teachers in Effutu Municipality to enhance their Continuous Professional Development. Teachers should explore more Continuous Professional Development opportunities to improve their knowledge and skills and also improve teaching and learning in schools within the Effutu Municipality. Teachers should be given adequate time for their Continuous Professional Development practices. The Effutu Municipal Education Directorate should train more Continuous Professional Development facilitators and motivate them as well as teachers.