The Role of Ghana National Association of Teachers in Enhancing Teacher Professionalism, Competency and Teaching and Learning Delivery in Ghana

Teacher professionalism and competency are vital to enhancing educational quality and student learning results. This study examines the role of the Ghana National Association of Teachers (GNAT) in fostering teacher professionalism, competency, and teaching and learning delivery in Ghana. It specifically assesses the impact of GNAT’s professional development (PD) programs, advocacy efforts, and policy interventions. The study employs a mixed-methods approach, integrating both quantitative and qualitative research designs.

The target population comprises 33,510 GNAT-affiliated teachers from the Bono, Bono East, and Ahafo Regions of Ghana. Using Cochran’s formula, a sample size of 393 teachers was selected through stratified random sampling for the quantitative survey. Additionally, a purposive sampling technique was used to select five key informants—comprising GNAT officials, school administrator and teachers (a male and a female) for qualitative interviews. Data collection involved structured questionnaires for quantitative analysis and semi-structured interviews for qualitative exploration. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis.

The study seeks to assess the extent to which GNAT’s PD programs influence teacher competency, pedagogical skills, and instructional practices. It aims to explore challenges affecting the implementation of PD initiatives and identify opportunities for improvement. The study will contribute to the broader discourse on teacher professionalization in Ghana by offering insights for policymakers, education stakeholders, and teacher unions. The findings will inform strategies for strengthening GNAT’s role in enhancing teacher development and educational quality.