Perceived Impact of Continuous Professional Development on Performance of Senior High School Heads: Does Gender Matter?

Abstract

Gender influences the perception of individual about a phenomenon based on the perceived benefits. The purpose of the study was to seek the understanding of the influence of Continuous Professional Development of senior high school heads on their performance as administrators of public SHS/ TVET in Greater Accra Region with respect to gender. A descriptive survey method was used. A questionnaire was administered to the Heads (Headmaster, Assistant Head-Administration and Assistant Head-Academic) of SHS/TVET in the Greater Accra Region. The accessible population for this study comprised the heads of SHS/TVET in the Greater Accra Region. The target population consisted of all heads of the public SHS/TVET in the Greater Accra Region. A census was used for the sampling and a self-designed questionnaire with a Cronbach’s alpha reliability coefficient of 0.85 used to for data collection. Means and Standard Deviations, and independent t test were used to analyze the data. It was found that CPD has positive effect on the performance of the heads. It was also revealed that there was no statistically significant gender difference in effect of CPD on performance of heads of public SHS/TVET. Therefore, recommendation was made to the Ministry of Education to make policies for sponsorships of Continuous Professional Development for senior high school heads in the management of the SHS/ TVET.