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Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies

Amponsah, S, Ampadu, E and Thomas, M (2021) Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies. Educational Review. ISSN 0013-1911

Professional Development among In-Service Teachers Motivational Factors, Pathways and Coping Strategies.pdf - Accepted Version

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While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date have explored the role of TCPD in Ghana. This paper aims to map the pathways of TCPD for in-service teachers in Ghana while exploring their motivations and coping strategies of these adult learners. The study employs a cross-sectional survey design in which
45 students enrolled in an MA Education programme were trained to collect data from 352 inservice teachers in 310 schools using a semi-structured questionnaire as the data collection instrument. The data from the study were analysed using both descriptive and inferential
statistics. The results from the study show that subject matter, knowledge of curriculum, and assessment knowledge were the three most important factors behind the teachers’ motivation to participate in CPD. Moreover, the analysis of the coping strategies of the in-service teachers suggests that there was little or no institutional support for them. In addition to this, despite the significant role mentorship plays in ensuring effective teaching and learning, the overwhelming
majority of the teachers saw mentoring and exchange programmes as one of the least important forms of CPD opportunities available. Recommendations from the study indicate that teachers’ professional autonomy and the disparity between the professional values and skills demanded in 21st-century education cannot be underestimated and that more research is required on how to design CPD programmes that will provide Ghanaian in-service teachers with the creative and innovative skills they require.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Review on 20/07/2021, available online: http://www.tandfonline.com/10.1080/00131911.2021.1951173
Uncontrolled Keywords: 13 Education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LG Individual institutions (Asia. Africa)
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
Divisions: Education
Publisher: Routledge
Date Deposited: 26 Jul 2021 11:20
Last Modified: 20 Jan 2023 00:50
DOI or ID number: 10.1080/00131911.2021.1951173
URI: https://researchonline.ljmu.ac.uk/id/eprint/15203
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