Evaluating the Impact of Teacher Professional Development on Pupil Attainment in Ghana: An Analysis of Recent Programme Efficacy

This original research addresses the critical need for robust evidence on the efficacy of teacher professional development (TPD) programmes in improving pupil attainment within Ghanaian primary education. Despite significant investment, the direct impact of such initiatives on learning outcomes remains inadequately measured. This study evaluates a nationwide, in-service TPD programme implemented between 2020 and 2022, focusing on pedagogical content knowledge for foundational literacy and numeracy. Employing a mixed-methods, quasi-experimental design, the research analysed standardised test scores from 2,400 pupils across 80 schools, comparing cohorts taught by teachers who participated in the programme against a matched control group. Semi-structured interviews with 60 participant teachers provided contextual depth on implementation. Key findings indicate a statistically significant, though modest, improvement in numeracy attainment for intervention pupils, with a less pronounced effect in literacy. Qualitative data revealed that the programme’s school-based coaching was crucial for translating theory into practice. However, systemic constraints such as large class sizes and resource limitations attenuated its potential impact. The study concludes that while well-designed TPD can contribute to learning gains, its efficacy is contingent upon addressing broader systemic barriers. These findings underscore for policymakers and development partners the necessity of embedding TPD within holistic, context-sensitive support systems to enhance educational quality sustainably.