Abstract

The study aimed to investigate the factors impacting teachers’ participation in Continuous Professional Development activities. Further, factors of implementation of CPD skills and knowledge post-participation in teaching practices is explored. The study collected qualitative data by interviewing 17 teachers in the Central Region of Ghana. Through thematic analysis, the study revealed that the major challenge that impacted teachers’ participation in Continuous Professional Development activities was financial challenges. The study further revealed three (3) major challenges faced by teachers, particularly in rural schools, during the implementation of Continuous Professional Development learning into their classroom practices. These were identified as inadequate resources, frequent changes of educational policies, and changes in school curriculum. The findings indicated that teachers had the goodwill to participate in Continuous Professional Development activities and change their classroom practices except for these challenges. This suggests that if these challenges are resolved, teachers’ Continuous Professional Development participation and implementation could be improved, potentially contributing significantly to improved students’ learning outcomes.

Keywords

References

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