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

Autor/inn/en	Amponsah, Samuel; Ampadu, Ernest; Thomas, Michael
Titel	Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies
Quelle	In: Educational Review, 75 (2023) 4, S.703-718 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amponsah, Samuel) ORCID (Ampadu, Ernest) ORCID (Thomas, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.1951173
Schlagwörter	Faculty Development; Inservice Teacher Education; Teacher Motivation; Foreign Countries; Intellectual Disciplines; Knowledge Level; Evaluation; Curriculum; Mentors; Teacher Attitudes; Barriers; Coping; Teacher Competencies; Ghana + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Ausland; Geisteswissenschaften; Wissensbasis; Evaluierung; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Bewältigung; Lehrkunst
Abstract	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 the 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 in-service 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01