Continuing Professional Development (CPD) Practices Among Basic School Teachers in the Central Region of Ghana

Ellen ABAKAH*, Jacqueline WIDIN, Edward Kwabena AMEYAW

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

10 Citations (Scopus)


This paper reports on an exploratory study regarding the current continuing professional development (CPD) situation of basic schoolteachers in Ghana. The study investigates the teachers’ CPD needs, frequency and nature of CPD provisions, and barriers to teachers’ participation in CPD activities. Using a cross-sectional survey involving 456 teachers, the study found that teachers required to be developed in areas of “ICT skills for teaching,” “research and dissemination,” and “teaching students with special learning needs.” It was also revealed that the predominant CPD practices were workshops, in-service training, and continuing education. However, these practices were seldom provided and rarely met the development needs of the teachers. Teachers’ participation in CPD activities were also found to be minimal due to factors such as non-available CPD offerings, lack of pre-requisite information on CPD activities and lack of schools’ support. The study concludes that the current CPD situation of teachers in Ghana reflects a lack of implemented CPD policy framework. There is therefore the need for a broader CPD policy framework that will guide the provision, participation, and CPD practices of teachers in Ghana.

Original languageEnglish
Number of pages14
JournalSAGE Open
Issue number2
Publication statusPublished - Apr 2022
Externally publishedYes

Bibliographical note

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study forms part of a doctoral study which was supported by the Australian Government Research Training Program.


  • in-service training
  • learning/development needs
  • policy
  • professional development


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