Assessing the Impact of In-service Training Programmes on Basic School Teachers of China in the Kassena Nankana West District of Ghana

Abstract

Teachers,like any other professional staff need continuousprofessional development programmes to getabreast with thechanging needs of the profession. This can be achieved through in-service education and training (INSET). It is obvious that lack of access to in-service training cripples thedevelopment of the staffas well as theacademic performanceof students. The issue at stake was that in-service training programmes werenot adequately organized on regular basis for teachers ofChiana in the Kassena Nankana West District (KNWD). The research study employed a descriptive approachdesign. In allfifty-one (51) teachers from schools in the school district and four education officers of the Ghana education Service and the Ministry of Education took part in the study.Research instruments includequestionnaires, interviews and training documents or records wereused to obtain data forthe study. Frequencies and percentage distribution tables were usedinanalyzing the data from the questionnaires whilethe interviews were also transcribed to obtain themes. The study revealed that teachers werenot naïve toINSETs as well as their relevance. The teachers in Chiana admittedthat when they attend INSETs, knowledge and skills wereacquired for professional development and competency. Based on the findings of the studyit wasrecommended that regularINSETs should be organized for teachers in order to update their knowledge and skills for efficient delivery ontheir jobs. This study will be beneficial to teachers,studentsand policy makers in education.