Assessing the Impact of Continuous Professional Development of Teachers and its Effects on Satisfaction, Achievement, and Engagement: Colleges of Education, Northern Ghana

Abstract

Aim: Continuous professional development (CPD) is critical for college tutors to maintain their effectiveness as educators and keep their teaching practices up-to-date. By investing time and effort in CPD, tutors can provide a better learning experience for their students and ensure that they are well-equipped to meet the challenges of a rapidly changing educational landscape. In this regard, the study examined how the CPD impacted the student’s satisfaction, academic achievement, and classroom engagement. The study further assessed the moderating role of the tutor’s teaching strategies and the student’s learning strategies.
 Methods: A quantitative study and a quasi-experimental design were used to demonstrate links between the study variables. A sample of three hundred and forty-six (346) students was taken from a total population of three thousand, two hundred (3200) students, and a sample of one hundred and ninety-one (191) teachers was taken from a population of three hundred and eighty (380) teachers using Krejcie and Morgan (1970). SmartPLS4 was used to perform a partial least square regression analysis on the data gathered.
 Results: The study found that the teacher’s continuous capacity development was the important factor influencing students’ academic performance. Besides, their teaching and the student’s learning strategies.
 Conclusion: The study concludes that management of the colleges of education should invest in their teacher’s professional development and leverage it for students’ achievements.
 Recommendation: For policy recommendations in resources allocation to improve student’s academic achievement, management should first focus on assisting teachers with better classroom management, and career development and improve their teaching skills through the CPD programs.