In-Service Education and Training and Teacher Performance in Ghanaian Senior High Schools

Abstract

This study investigated the nature and types of In-Service Education and Training (INSET) programmes and teacher performance in some selected Ghanaian Senior High Schools (SHSs). A concurrent mixed methods design was employed as the research design for the study. A total of 102 respondents, comprising 97 teachers, 4 headmasters and a district training officer, participated in the study. Teachers were selected using a simple random sample; headteachers and district training officers were also chosen using purposive sampling techniques. Questionnaires and semi-structured interview guides were used to gather the data. Data was analysed using descriptive, inferential statistics (one-way ANOVA test) and thematic coding analysis. The study revealed that, though INSETs were not frequently organised in the district, the few INSETs took the nature of seminars, workshops, and refresher courses. Also, results indicated curriculum-related INSET was the most effective INSET type, and positively impacted teachers' performance. These impacts depend on the nature and mode of implementation of INSET types. The study concludes that targeted, well-structured, and subject-specific training is key to improving the effectiveness of teacher professional development and performance. The study recommends that the Ghana Education Service (GES) organises more frequent, curriculum-related INSETs for teachers, do periodic mandatory training, differentiated training and use practical-based INSET strategies like demonstration. Implications for policy and practice are discussed.