Instructional Supervision and Professional Development: Perception of Public Junior High School Teachers in Ghana

This study examines the perceptions of public Junior High School teachers in Ghana regarding the relationship between instructional supervision and professional development. Instructional supervision is a pivotal element of educational leadership aimed at enhancing teacher effectiveness and supporting continuous professional growth. Teachers’ perceptions of supervision play a significant role in determining its impact on their professional development and overall teaching performance. The primary objective of this research is to explore how instructional supervision practices influence the professional growth of Public Junior High School teachers in Ghana. It seeks to identify the specific supervisory approaches employed, their alignment with teachers’ developmental needs, and the perceived benefits of these practices. By focusing on teachers’ perspectives, the study aims to provide nuanced insights into the dynamics of supervision and its role in shaping professional competencies. Although data collection and analysis have not yet been conducted, the study will adopt a mixed-methods approach. Quantitative surveys will be utilized to gather broad insights across various districts, while qualitative interviews and focus group discussions will delve deeper into individual and collective experiences. The findings of this study are anticipated to inform educational policymakers and stakeholders on the effectiveness of current supervisory practices. They will also guide the development of professional development frameworks tailored to the unique needs of public schools teachers in Ghana. By addressing these issues, the research aspires to contribute to the enhancement of teaching quality and learning.