Abstract:
This study analysed the influence of Continuous Professional Development (CPD)
practices in the Colleges of Education (CoEs) on tutor effectiveness in Ghana. Tutor
effectiveness was measured within a framework of three dimensions of the National
Teachers’ Standard (NTS) namely: professional values and attitudes (PVA);
professional knowledge (PK); and professional practice (PP). The study used the
explanatory sequential mixed-method with priority on quantitative data. A four-step
multi-stage cluster sampling technique was used to select 565 tutors from 13 CoEs.
Both close-ended questionnaire and semi-structured interview guide were used to
collect data. Quantitative data were analysed using frequencies and percentages,
mean and standard deviations, chi-square test of independence, multivariate
multiple linear regression (MMLR), multiple analysis of variance (MANOVA) and
the independent samples t-test. Qualitative data was also analysed through thematic
description. The study revealed that both ONTJB (B = -.33, p < .001) and OFTJB
training (B = -.17, p < .001) had significant negative influence on tutor effectiveness
with respect to PVA and PK whereas OFTJB training positively predicted PP (B =
.22, p = .008). It was concluded that CPD practices have not adequately improved
tutor effectiveness in terms of PVA and PK and also tutors’ engagement,
motivation, and satisfaction with CPD activities play a pivotal role in determining
their effectiveness. It was recommended that Management of the CoEs must review
and adjust CPD programmes to better align with the core values, attitudes and
foundational knowledge required for effective teaching. Tailoring CPD activities to
meet the specific needs and context of CoE tutors in Ghana is prudent.
