Influence Of Continuous Professional Development Practices On Tutor Effectiveness In The Colleges Of Education In Ghana

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.