Systematic Review of Teacher Professional Development and Student Learning Outcomes in Ghana

An African Educational Perspective

Abstract

This systematic literature review addresses the critical need to evaluate the efficacy of teacher professional development (TPD) within the specific educational landscape of Ghana. Despite significant investments in TPD initiatives, student learning outcomes remain a persistent concern across the African continent, necessitating a focused analysis of the Ghanaian context. The objective of this review is to synthesize existing empirical evidence to establish the nature and strength of the relationship between TPD programs and student academic achievement in Ghana. Adhering to the PRISMA guidelines, a systematic search was conducted across electronic databases including ERIC, Scopus, and African Journals Online, identifying relevant studies published between 2004 and 2024. The findings reveal that TPD interventions which are sustained, context-specific, and collaboratively designed with local practitioners demonstrate a more consistent positive correlation with improved student learning. Conversely, short-term, standardized workshops often fail to translate into meaningful classroom change or lasting gains in student outcomes. The review identifies a predominant focus on quantitative metrics, highlighting a gap in qualitative insights into the pedagogical shifts that underpin successful TPD. This synthesis underscores the significance of moving beyond imported, one-size-fits-all models towards culturally responsive, sustained professional learning that empowers Ghanaian teachers. The implications call for African-led educational research and policy that prioritizes contextually grounded TPD frameworks to sustainably enhance educational quality and student success.