TY - JOUR
T1 - Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools
AU - Abonyi, Usman Kojo
AU - Yeboah, Rita
AU - Luguterah, Austin Wontepaga
N1 - Publisher Copyright:
© 2020, © 2020 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
PY - 2020/1/1
Y1 - 2020/1/1
N2 - This study explored the work environment factors that support or constrain the application of teacher professional development initiatives in Ghanaian basic schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected and interviewed from one educational district in Ghana. Findings from the study showed that headteachers support through the provision of the required teaching and learning resources, peer support through culture of shared norms, beliefs and values and the opportunity to share knowledge during school-based in-service training (INSET), interest and commitment shown by students toward learning, and availability of needed teaching and learning materials supported transfer of learning of teachers. In contrast, lack of time due to rigid and inflexible school timetable, teacher workload, and inadequate teaching and learning resources constrained effective transfer of professional development of teachers. The study concludes that educational policymakers and training practitioners need to support infrastructures that would empower headteachers to be resourceful in order to assist and provide teachers with the required teaching and learning facilities to facilitate the transfer of their learning.
AB - This study explored the work environment factors that support or constrain the application of teacher professional development initiatives in Ghanaian basic schools. Utilizing qualitative research paradigm, 15 teachers were purposively selected and interviewed from one educational district in Ghana. Findings from the study showed that headteachers support through the provision of the required teaching and learning resources, peer support through culture of shared norms, beliefs and values and the opportunity to share knowledge during school-based in-service training (INSET), interest and commitment shown by students toward learning, and availability of needed teaching and learning materials supported transfer of learning of teachers. In contrast, lack of time due to rigid and inflexible school timetable, teacher workload, and inadequate teaching and learning resources constrained effective transfer of professional development of teachers. The study concludes that educational policymakers and training practitioners need to support infrastructures that would empower headteachers to be resourceful in order to assist and provide teachers with the required teaching and learning facilities to facilitate the transfer of their learning.
KW - Training transfer
KW - professional development
KW - supervisor support
KW - teacher
KW - work environment
UR - http://www.scopus.com/inward/record.url?scp=85087400629&partnerID=8YFLogxK
U2 - 10.1080/23311886.2020.1778915
DO - 10.1080/23311886.2020.1778915
M3 - Article
AN - SCOPUS:85087400629
SN - 2331-1886
VL - 6
JO - Cogent Social Sciences
JF - Cogent Social Sciences
IS - 1
M1 - 1778915
ER -