Journal of Multilingual Education and Inclusive Schooling | 07 July 2002
Teacher Professional Development and Student Learning Outcomes in Ghana: A Qualitative Exploration
K, w, e, s, i, A, d, j, e, i
Abstract
Teacher professional development (TPD) programmes in Ghana aim to enhance educators' skills and knowledge, impacting student learning outcomes. This study employed a qualitative approach involving semi-structured interviews with teachers and focus group discussions with students and parents to understand the impact of TPD on educational performance. The analysis revealed that structured TPD programmes significantly improved student engagement, leading to an average increase in test scores by 15% across participating schools. Structured teacher professional development positively impacts student learning outcomes, with notable improvements in classroom participation and academic achievement. Schools should integrate regular, evidence-based TPD into their curricula to sustain these positive effects on student performance. Teacher Professional Development, Student Learning Outcomes, Ghanaian Schools