African Journal of Curriculum, Pedagogy and Teacher Development | 08 September 2000
Professional Development Programmes and Learning Outcomes in Ghanaian Schools: A Theoretical Framework
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Abstract
Teacher professional development programmes (TPDPs) play a crucial role in enhancing educational outcomes in Ghanaian schools. The theoretical development will draw upon existing literature and expert interviews in Ghanaian education settings. The theoretical framework provides educators with a structured approach for designing and implementing effective TPDPs, thereby enhancing educational quality and student achievement. School administrators should prioritise the inclusion of regular training sessions, mentoring programmes, and collaborative learning spaces to foster teacher growth and improve student outcomes.