Enhancing teachers’ performance through training and development in Ghana education service (A case study of Ebenezer senior high school).

Abstract

The aim of this article is to examine training and development of teachers and how it can enhance their performance in delivery under the Ghana Education Service (GES). Performance of teachers is of primary importance to every country and Ghana is not an exception. Teachers are a source of encouragement to their students because of the developed relationship and in addition, provide instructions in their respective academic area. The relatively poor performance of students in recent times has led to this study. The study was based on a case study and quantitative research design. Simple random sampling technique was used to select the respondents (teachers) of the study. A total of 40 questionnaires were distributed out of which 30 representing 75% were retrieved. The research instrument (teachers’ in-service training questionnaire) was designed to have both open and close-ended items. The findings of the study revealed that, poor performance of teachers was due to lack of frequent in-service training, lack of teaching and learning materials, lack of incentives and motivation, and improper supervision. It is therefore, recommended that Ghana Education Service should improve upon its in-service training and development policy to be consistent with the needs of teachers. More so, periodic learning needs assessments should be conducted before training programmes are designed for teachers. Finally, the Teachers’ Education Division of Ghana Education Service should be resourced to enable it organize more and regular in-service training programmes for teachers. Finally, teachers should be given the necessary motivation to boost their morale to give off their best performance.