Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana

Nicholas Mawufemor Kojo Goka; Charles Kojo Assuah; Christopher Owu-Annan

doi:doi:10.11648/j.ijsedu.20231102.12

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Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana

Nicholas Mawufemor Kojo Goka, Charles Kojo Assuah, Christopher Owu-Annan

Published in International Journal of Secondary Education (Volume 11, Issue 2)

Received: 3 July 2023 Accepted: 10 August 2023 Published: 22 August 2023

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Abstract

To improve students’ learning and academic performance, educational reforms have been proposed and implemented. One of these reforms was the introduction of teacher participation in Continuous Professional Development (CPD). The purpose of this study was to investigate the type of CPD workshops organised by stakeholders and the kind of motivation senior high school mathematics teachers get in participating in such workshops in the Keta Municipality in Ghana. The study was conducted using a phenomenology design and a semi-structured interview guide as the research instrument to collect data from the respondents. A purposive sampling technique was used to select eighteen (18) public senior high school mathematics teachers. The findings of the study show that CPD workshops that were subject-based were less organised for mathematics teachers and non-subject-based CPD workshops do not have much impact on their mathematics teaching and learning abilities. Again, some mathematics teachers participated in CPD workshops because of allowances and certificates for promotion exercises, not necessarily being motivated to improve their mathematical knowledge and competencies. The study recommends that CPD trainers should organise more subject-based workshops for mathematics teachers in senior high schools to increase their knowledge and teaching skills. Again, National Teaching Council should educate teachers on how important continuous professional development is to their teaching profession and clear the misconception that they attend CPD workshops for allowances and promotion purposes.

Published in	International Journal of Secondary Education (Volume 11, Issue 2)
DOI	10.11648/j.ijsedu.20231102.12
Page(s)	49-54
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Continuous Professional Development (CPD), Mathematics, Teachers

References

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Nicholas Mawufemor Kojo Goka, Charles Kojo Assuah, Christopher Owu-Annan. (2023). Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. International Journal of Secondary Education, 11(2), 49-54. https://doi.org/10.11648/j.ijsedu.20231102.12

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Nicholas Mawufemor Kojo Goka; Charles Kojo Assuah; Christopher Owu-Annan. Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. Int. J. Second. Educ. 2023, 11(2), 49-54. doi: 10.11648/j.ijsedu.20231102.12

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AMA Style

Nicholas Mawufemor Kojo Goka, Charles Kojo Assuah, Christopher Owu-Annan. Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. Int J Second Educ. 2023;11(2):49-54. doi: 10.11648/j.ijsedu.20231102.12

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@article{10.11648/j.ijsedu.20231102.12,
  author = {Nicholas Mawufemor Kojo Goka and Charles Kojo Assuah and Christopher Owu-Annan},
  title = {Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana},
  journal = {International Journal of Secondary Education},
  volume = {11},
  number = {2},
  pages = {49-54},
  doi = {10.11648/j.ijsedu.20231102.12},
  url = {https://doi.org/10.11648/j.ijsedu.20231102.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20231102.12},
  abstract = {To improve students’ learning and academic performance, educational reforms have been proposed and implemented. One of these reforms was the introduction of teacher participation in Continuous Professional Development (CPD). The purpose of this study was to investigate the type of CPD workshops organised by stakeholders and the kind of motivation senior high school mathematics teachers get in participating in such workshops in the Keta Municipality in Ghana. The study was conducted using a phenomenology design and a semi-structured interview guide as the research instrument to collect data from the respondents. A purposive sampling technique was used to select eighteen (18) public senior high school mathematics teachers. The findings of the study show that CPD workshops that were subject-based were less organised for mathematics teachers and non-subject-based CPD workshops do not have much impact on their mathematics teaching and learning abilities. Again, some mathematics teachers participated in CPD workshops because of allowances and certificates for promotion exercises, not necessarily being motivated to improve their mathematical knowledge and competencies. The study recommends that CPD trainers should organise more subject-based workshops for mathematics teachers in senior high schools to increase their knowledge and teaching skills. Again, National Teaching Council should educate teachers on how important continuous professional development is to their teaching profession and clear the misconception that they attend CPD workshops for allowances and promotion purposes.},
 year = {2023}
}

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TY  - JOUR
T1  - Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana
AU  - Nicholas Mawufemor Kojo Goka
AU  - Charles Kojo Assuah
AU  - Christopher Owu-Annan
Y1  - 2023/08/22
PY  - 2023
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DO  - 10.11648/j.ijsedu.20231102.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
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UR  - https://doi.org/10.11648/j.ijsedu.20231102.12
AB  - To improve students’ learning and academic performance, educational reforms have been proposed and implemented. One of these reforms was the introduction of teacher participation in Continuous Professional Development (CPD). The purpose of this study was to investigate the type of CPD workshops organised by stakeholders and the kind of motivation senior high school mathematics teachers get in participating in such workshops in the Keta Municipality in Ghana. The study was conducted using a phenomenology design and a semi-structured interview guide as the research instrument to collect data from the respondents. A purposive sampling technique was used to select eighteen (18) public senior high school mathematics teachers. The findings of the study show that CPD workshops that were subject-based were less organised for mathematics teachers and non-subject-based CPD workshops do not have much impact on their mathematics teaching and learning abilities. Again, some mathematics teachers participated in CPD workshops because of allowances and certificates for promotion exercises, not necessarily being motivated to improve their mathematical knowledge and competencies. The study recommends that CPD trainers should organise more subject-based workshops for mathematics teachers in senior high schools to increase their knowledge and teaching skills. Again, National Teaching Council should educate teachers on how important continuous professional development is to their teaching profession and clear the misconception that they attend CPD workshops for allowances and promotion purposes.
VL  - 11
IS  - 2
ER  -

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Author Information

Nicholas Mawufemor Kojo Goka

Department of Mathematics Education, University of Education, Winneba, Ghana
Charles Kojo Assuah

Department of Mathematics Education, University of Education, Winneba, Ghana
Christopher Owu-Annan

Department of Mathematics Education, University of Education, Winneba, Ghana

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Nicholas Mawufemor Kojo Goka, Charles Kojo Assuah, Christopher Owu-Annan. (2023). Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. International Journal of Secondary Education, 11(2), 49-54. https://doi.org/10.11648/j.ijsedu.20231102.12

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ACS Style

Nicholas Mawufemor Kojo Goka; Charles Kojo Assuah; Christopher Owu-Annan. Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. Int. J. Second. Educ. 2023, 11(2), 49-54. doi: 10.11648/j.ijsedu.20231102.12

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AMA Style

Nicholas Mawufemor Kojo Goka, Charles Kojo Assuah, Christopher Owu-Annan. Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana. Int J Second Educ. 2023;11(2):49-54. doi: 10.11648/j.ijsedu.20231102.12

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@article{10.11648/j.ijsedu.20231102.12,
  author = {Nicholas Mawufemor Kojo Goka and Charles Kojo Assuah and Christopher Owu-Annan},
  title = {Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana},
  journal = {International Journal of Secondary Education},
  volume = {11},
  number = {2},
  pages = {49-54},
  doi = {10.11648/j.ijsedu.20231102.12},
  url = {https://doi.org/10.11648/j.ijsedu.20231102.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20231102.12},
  abstract = {To improve students’ learning and academic performance, educational reforms have been proposed and implemented. One of these reforms was the introduction of teacher participation in Continuous Professional Development (CPD). The purpose of this study was to investigate the type of CPD workshops organised by stakeholders and the kind of motivation senior high school mathematics teachers get in participating in such workshops in the Keta Municipality in Ghana. The study was conducted using a phenomenology design and a semi-structured interview guide as the research instrument to collect data from the respondents. A purposive sampling technique was used to select eighteen (18) public senior high school mathematics teachers. The findings of the study show that CPD workshops that were subject-based were less organised for mathematics teachers and non-subject-based CPD workshops do not have much impact on their mathematics teaching and learning abilities. Again, some mathematics teachers participated in CPD workshops because of allowances and certificates for promotion exercises, not necessarily being motivated to improve their mathematical knowledge and competencies. The study recommends that CPD trainers should organise more subject-based workshops for mathematics teachers in senior high schools to increase their knowledge and teaching skills. Again, National Teaching Council should educate teachers on how important continuous professional development is to their teaching profession and clear the misconception that they attend CPD workshops for allowances and promotion purposes.},
 year = {2023}
}

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TY  - JOUR
T1  - Senior High School Mathematics Teachers’ Continuous Professional Development: Evidence from Keta Municipality in Ghana
AU  - Nicholas Mawufemor Kojo Goka
AU  - Charles Kojo Assuah
AU  - Christopher Owu-Annan
Y1  - 2023/08/22
PY  - 2023
N1  - https://doi.org/10.11648/j.ijsedu.20231102.12
DO  - 10.11648/j.ijsedu.20231102.12
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 49
EP  - 54
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20231102.12
AB  - To improve students’ learning and academic performance, educational reforms have been proposed and implemented. One of these reforms was the introduction of teacher participation in Continuous Professional Development (CPD). The purpose of this study was to investigate the type of CPD workshops organised by stakeholders and the kind of motivation senior high school mathematics teachers get in participating in such workshops in the Keta Municipality in Ghana. The study was conducted using a phenomenology design and a semi-structured interview guide as the research instrument to collect data from the respondents. A purposive sampling technique was used to select eighteen (18) public senior high school mathematics teachers. The findings of the study show that CPD workshops that were subject-based were less organised for mathematics teachers and non-subject-based CPD workshops do not have much impact on their mathematics teaching and learning abilities. Again, some mathematics teachers participated in CPD workshops because of allowances and certificates for promotion exercises, not necessarily being motivated to improve their mathematical knowledge and competencies. The study recommends that CPD trainers should organise more subject-based workshops for mathematics teachers in senior high schools to increase their knowledge and teaching skills. Again, National Teaching Council should educate teachers on how important continuous professional development is to their teaching profession and clear the misconception that they attend CPD workshops for allowances and promotion purposes.
VL  - 11
IS  - 2
ER  -

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