Continuing Professional Development Programme Research Articles

Analysis on the Impact of English Teachers' Continuing Professional Development (CPD) on Teaching Ability: A Case Study of Applied Undergraduate Colleges in Henan Province

Background and purpose: With the rapid development of higher education in China and the rise of applied undergraduate colleges, the continuing professional development (CPD) of English teachers is becoming increasingly important. This study aims to explore in depth the impact of CPD on the teaching ability of English teachers in applied undergraduate colleges in Henan Province, analyse teachers' attitudes towards and participation in CPD and its effectiveness, and examine the role of demographic characteristics and teacher creativity in this process. Method: A mixed research method was used, combining quantitative and qualitative analysis. A questionnaire survey was conducted among 294 English teachers (with a 85.5% response rate) from 10 applied undergraduate colleges in Henan Province. The questionnaire included aspects such as teachers' background information, frequency of CPD participation, attitudes towards CPD, and perceived teaching ability. In addition, 20 semi-structured interviews and four focus group discussions (24 participants in total) were conducted to obtain more in-depth qualitative data. Descriptive statistics, correlation analysis and multiple regression analysis were performed using SPSS software, and Hayes' PROCESS macro was used to analyse moderated effects. Main results: Teachers had a generally positive attitude towards CPD (mean score 4.587/5), but institutional support was lower (mean score 3.326/5). There were significant differences in the frequency of participation in CPD activities: professional reading had the highest participation rate (65.9% participated frequently or very frequently), while industry-university cooperation had the lowest (only 22.8%). CPD had a positive impact on all aspects of teaching ability, especially technology integration (72.5% reported a significant or transformative impact). Multiple regression analysis showed that the frequency of CPD participation was the strongest predictor of perceived teaching ability (β = 0.458, p < 0.001), followed by attitude towards CPD (β = 0.265, p < 0.001). Teacher creativity significantly moderated the relationship between CPD participation and teaching competence (B = 0.087, p = 0.026), indicating that teachers with higher creativity are better able to translate their CPD experiences into teaching practice. Heavy workload (65.6%) and insufficient time (59.5%) were the main barriers to CPD participation. Technical training (64.9%) and reflective practice groups (59.2%) were the most popular types of CPD activities. Conclusions and recommendations: The findings of this study highlight the important role of CPD in improving the teaching capacity of English teachers in applied undergraduate institutions, while also revealing the challenges in the current implementation of CPD. Recommendations for educational institutions are as follows: Increase institutional support for CPD to create more time and resources for teachers to participate in CPD. Design a diversified CPD programme with a balanced mix of activities, with a particular focus on industry-university collaboration and action research. Focus on technical training and reflective practice to improve teachers' digital literacy and innovation capabilities. Develop personalised CPD pathways that take into account teachers' career stages, educational backgrounds and career aspirations. Explore more flexible CPD formats, such as microlearning modules or blended learning approaches, to overcome time and workload barriers. This study provides an empirical basis and practical guidance for the CPD of English teachers in applied undergraduate colleges in Henan Province and even in China, which is of great significance for improving teaching quality and student learning outcomes.

Developing the faculty team in agriculture, forestry, and aquaculture through a competency-based approach: Insights and strategies for colleges in Vietnam

This paper explores the development of faculty teams in agriculture, forestry, and aquaculture in Vietnamese colleges by applying competency-based education. Using a mixed-methods approach, the study evaluates the competencies of 124 faculty members from eight institutions, focusing on their academic qualifications, teaching skills, technological proficiency, and research involvement. The findings highlight strengths in academic preparation but reveal significant gaps in the use of technology, research engagement, and collaboration with industry partners. These gaps emphasize the need for comprehensive faculty development strategies to align education with labor market demands. Key solutions proposed include establishing a competency framework specific to agriculture, forestry, and aquaculture education to guide curriculum and professional development. The study also recommends strategic workforce planning based on competencies to ensure the optimal distribution of teaching expertise. Furthermore, competency-based recruitment and utilization practices will help institutions select faculty best suited for teaching and research roles. Continuous training and professional development programs aligned with this framework are necessary to help faculty integrate new technologies and teaching methods. The study emphasizes the importance of performance evaluation systems to monitor and support faculty progress and institutional policies that foster a motivating and supportive work environment.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

Assessing the Responsiveness of Moulay Ismail University to Teachers' Continuous Professional Development Needs: A Mixed-Methods Analysis

This study investigates the responsiveness of Moulay Ismail University (UMI) to the continuous professional development (CPD) needs of its teaching staff. The study integrates both quantitative and qualitative methods to gain a comprehensive understanding of teachers' perspectives. The quantitative phase involved administering a structured questionnaire to 214 teachers, focusing on their perceptions of the university's CPD offerings, including availability, relevance, accessibility, and institutional support. Descriptive statistics were used to analyze this data, revealing a predominantly negative attitude among teachers towards their university's ability to meet their CPD needs. The qualitative phase involved semi-structured interviews with 21 teachers. These interviews provided deeper insights into teachers' barriers, such as the lack of relevant CPD activities, the irrelevance between CPD content and pedagogical needs, and the overwhelming workload that limits their capacity for professional growth. Thematic analysis of the interview transcripts identified key themes that aligned with the quantitative findings, offering a more nuanced perspective on the challenges associated with CPD at the UMI. The study concludes that the teachers at the UMI perceive the institution as largely unresponsive to their CPD needs. This sentiment echoes broader concerns within the literature about the neglect of university teachers' professional development in Morocco. The findings underscore the need for more relevant and accessible CPD programs tailored to the specific needs of faculty and institutional reforms that alleviate the workload pressures that hinder professional growth.

Managing Disputes at the Grassroots: Experiences of Lupong Tagapamayapa Chiefs

Conflict and disagreement between members of a community can occur for a variety of reasons, including irreconcilable ideals and expectations, personality conflicts, misunderstanding, unequal power distribution, and moral or cultural differences, among others. Often, communities lack qualified professionals to successfully handle disputes or are ignorant of certain abilities and techniques. This study explored the lived experiences of Lupong Tagapamayapa Chiefs in resolving barangay conflicts in Bacolod City, Negros Occidental through a qualitative research method. The informants of this study were ten (10) Lupon Chiefs of the ten (10) most populated barangays in Bacolod City. All participants were subjected to an individual in-depth interview. The findings of this study are described in emergent themes. Four (4) emergent themes described the positive and negative experiences of the participants in resolving barangay conflicts. For the positive experiences, two (2) emergent themes were developed, namely: Fulfillment through Dispute Resolution and Mediator’s Commitment to Peacekeeping. For the negative experiences, two (2) emergent themes were also developed: Barriers to Mediation and Behavioral Issues of Antagonizing Parties. Meanwhile, two (2) emergent themes were formulated to explain how the participants address the challenges encountered in resolving barangay conflicts, namely: Establish Rapport between Disputing Parties and Dynamic Management of Disputes. Finally, two (2) emergent themes were created to express the aspirations of the participants to improve the quality of their duties: Continuous Training and Seminar on Dispute Resolution and Desire for Improved Mediation Skills. Based on the emergent themes identified, it is recommended to implement continuous training and professional development programs be implemented for Lupong Tagapamayapa members to enhance their mediation skills, communication techniques, and legal knowledge for more effective conflict resolution.

Adult Education Program Implementers’ Understanding and Usage of Strategy Policy Documents in Addis Abab City Administration, Ethiopia

This study was targeted to assess adult education program implementers’ understanding towards adult education policy documents and usage of the documents in Addis Ababa City Administration. In order to guide the study qualitative method was applied. Accordingly, qualitative data was gathered using interview and document analysis. Qualitative data like views of respondents and result gained from document analysis were discussed by narrating the evidences/responses in words. As the findings of this study reveals, majority of adult education program implementers lack understanding about the policy documents of adult education sector; there is no established and sustainable awareness creation system and capacity building program for newly employed and other personnel; non-existence an established structure to lead adult education program according to the designed strategy documents are some of the results of the research. In order to overcome the challenges mentioned above adult education implementing organizations have to launch continuous professional development (CPD) program for implementers of adult education program. Consequently, implementers of the program can get first-hand information on the policy documents on one hand and they can also upgrade their profession on the other hand.

Effectiveness of Continuous Professional Development Teachers-Training Programmes: From Trainee Teachers' Perspectives

This study seeks to determine the effectiveness of continuous professional development (CPD) programs from trainee teachers' perspectives in the Malakand division. The researchers used a quantitative research approach to test hypotheses. A self-constructed questionnaire based on the opinion of trainee teachers was administered before and after the intervention (CPD). Data were collected from 266 trainee teachers in training centers in three districts of the Malakand division. The results revealed significant differences in the opinion of trainee teachers regarding content knowledge, instructional roles, ethics and professionalism, classroom management skills, and pedagogical knowledge. They perceived that after the training a significant increase took place in their perceptions regarding five constructs. The study recommended that trainee teachers as well as in-service teachers be provided ample chances to enhance their content, pedagogical, and content pedagogical skills. The government must provide a handsome amount for the conduction of CPD for teachers to equip them with modern teaching methods and skills.

Influence of Teachers’ Professional Training and Development on Students’ Academic Performance in Public Secondary Schools in Ndhiwa Sub-County Homabay County, Kenya

Purpose: The persistent academic underperformance in public secondary schools in Kenyan rural areas has raised concerns among educators, policymakers, and local communities. The purpose of the study is to evaluate how teacher professional training and development influence academic performance. One of the key factors believed to have contributed to this challenge is the lack of sufficient and effective professional training and development programs for teachers. There is a growing need to examine how teachers' professional training and development influence students' academic outcomes. The problem this study seeks to address is the unclear and under-researched relationship between teachers' professional development and students' academic performance in Ndhiwa Sub-County. Methodology: The study used descriptive research design and 15 public secondary schools, 113 teachers and 522 students were involved in the study as study respondents. The study used document analysis and semi structured questionnaires to collect the quantitative data, which was analyzed through descriptive statistics (frequencies and percentages). Findings: The study reveals that teachers' professional training and development have a significant impact on students' academic performance in public secondary schools in Ndhiwa Sub-County. The findings also indicated that teachers who undergo continuous professional development are better equipped with modern teaching strategies, content knowledge, and student engagement techniques, which in turn positively influence students' academic outcomes. Teachers with higher levels of training and access to ongoing professional development demonstrate improved classroom management, increased use of learner-centered methodologies, and more effective assessment technique. Unique Contribution to Theory, Practice and Policy: From the study findings, the study recommends that schools and educational authorities should develop more structured and regular Continuous Professional Development (CPD) programs that focus on subject-specific training, pedagogical skills, and updated teaching methodologies. This is because the study findings likely indicate that teachers who engage in regular training and development show better performance in student outcomes. The education policy makers should come up with the programs that forge partnerships between secondary schools and local universities or teacher training colleges to provide advanced training opportunities and access to educational research.

Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?

AbstractBackgroundDigital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.ObjectiveTo determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.MethodsThe theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training).ResultsScience teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.ConclusionsThe study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative.

Enhancing student engagement in online education: the role of self-regulation and teacher support in Zambia

This study examined the opportunities and difficulties of online learning in Zambia’s higher education system, emphasizing the effects of self-regulation as a mediator between teacher-scaffolded online interactions and student learning engagement. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Hence, there was a need to explore how these can be mitigated through enhanced self-regulation and contribute to better educational outcomes and the broader context of pedagogical innovation. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation on student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Furthermore, this study emphasizes the importance of interactive online learning activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions and calls on educators and administrators to develop innovative ways to make participating in online learning smoother.

THE ASSESSMENT OF SELF-PERCEIVED EDUCATIONAL NEEDS AND COMPETENCY LEVEL OF EMERGENCY NURSES AT TERTIARY CARE HOSPITAL LAHORE

Competency in emergency nursing is crucial for ensuring high-quality patient care in fast-paced healthcare environments. Understanding emergency nurses' self-perceived educational needs and skill competencies is essential for guiding future training and improving patient outcomes. Objective: To assess emergency nurses' self-perceived educational needs and skill competencies at a tertiary care hospital in Lahore. Methods: A descriptive cross-sectional study was conducted using convenience sampling. The study population comprised 125 emergency staff nurses. Data were collected using a structured questionnaire and analyzed using descriptive statistics. Frequency distribution and data normality checks were performed to assess the nurses' educational background and skill competencies. Results: Most respondents (71.2%) held an associate diploma in general nursing, 13.6% had a post-RN qualification, and 15.2% held a Generic BSN. Regarding skill competency, 44% of respondents perceived themselves as highly competent, 40.8% as qualified, and 15.2% as least competent, particularly in areas like defibrillation and neurological assessment. Furthermore, 60% of the nurses needed additional education to enhance their patient care skills. Conclusion: The study concluded that emergency nurses at tertiary care hospitals require further education and training to enhance their knowledge and improve patient care outcomes. Continuous professional development programs focusing on skill enhancement are recommended to bridge the identified competency gaps.

Public Health Professionals’ Perspectives on Research Utilization in Nigerian Health Systems

The integration of research evidence into healthcare decision-making is essential for improving health outcomes, particularly in low- and middle-income countries like Nigeria. This study investigates the perspectives of public health professionals on research utilization within the Nigerian health system, identifying barriers and facilitators to the application of evidence-based practices. Utilizing a cross-sectional descriptive design, data were collected from public health professionals and policymakers through a structured questionnaire distributed via Google Survey. The findings reveal a significant gap in the dissemination and utilization of research findings, with many professionals unaware of existing systems to facilitate this process. Despite recognizing the importance of research utilization for enhancing health and quality of life, barriers such as limited access to quality research publications and inadequate collaboration between researchers and policymakers impede effective implementation. Capacity-building initiatives, such as workshops and continuous professional development programs, were identified as key facilitators for promoting evidence-based practices. The study underscores the need for improved communication and tailored dissemination strategies to bridge the gap between research and practice, ensuring that findings are accessible and applicable to the specific needs of different professional groups. These results align with existing literature that highlights the crucial role of evidence-based practice in public health and the necessity of robust dissemination and implementation frameworks. Addressing these barriers and leveraging facilitators can significantly enhance the utilization of research findings, leading to better health outcomes and more effective healthcare policies in Nigeria.

Exploring excellence: a comprehensive examination of professional development in library and information science

Purpose This study aims to investigate future trends evident in the literature. It systematically reviews continuing professional development (CPD) practices, covering a range of CPD channels, benefits and challenges. Design/methodology/approach The study used a systematic literature review approach following the PRISMA 20 framework. Literature published between 2017 and 2023 was sourced from Scopus and Web of Science databases and the researcher's prior collection. An extensive search strategy was devised, yielding 1,740 results for initial screening. Finally, 25 studies were thoroughly scrutinized, each fulfilling the criteria for inclusive and exclusive with descriptive and interrogative analysis. Findings The trend observed in literature over the years indicates a dynamic professional development of library and information science (LIS) professionals. This evolution encompasses foundational qualitative studies, expansive global assessments and technology-driven interventions, reflecting the field's adaptability to the evolving needs of LIS professionals. However, several impediments hinder professionals from actively participating, such as financial constraints, lack of institutional and senior support, difficulties in the workplace, the absence of well-defined CPD policies, personal commitments, family obligations and diverse staff attitudes. The study proposes seamless integration of information and communication technology, a global perspective and well-structured CPD programs focusing on lifelong learning that will shape the future of LIS professionals. Originality/value This study offers valuable insights into the present state of professional development among LIS professionals toward global collaboration and a dedication to lifelong learning, aiming to aid stakeholders in formulating suitable strategies and policies.

The Role of CPD Programs in Supporting Teachers’ Application of Innovative Teaching Methods

Continuous Professional Development (CPD) programs are critical in equipping teachers with the skills, knowledge, and confidence required to adopt innovative teaching methods that enhance educational outcomes. This paper explores the role of CPD in promoting innovative practices in teaching, highlighting how these programs enhance pedagogical skills, foster a growth mindset, and support the integration of student-centered learning models. Despite the significant benefits, CPD faces challenges, including time constraints, inadequate funding, and the misalignment of content with teachers’ practical needs. Addressing these challenges is essential for maximizing CPD’s impact. Future directions for CPD include leveraging technology, fostering collaborative learning environments, and providing personalized and continuous support through coaching and mentoring. By evolving to meet the diverse needs of educators, CPD can play a transformative role in driving educational innovation, ultimately empowering teachers to better prepare students for the demands of the 21st century.

The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools.

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction. This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education). The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty. The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion. From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

Mathematics Teachers’ Perceptions on the Use of Technological Tools in Teaching and Learning Practices in Selected Rwandan Secondary Schools

This article assessed one objective derived from an unpublished master's thesis with the title "Factors Constraining the Effective Application of Information and Communication Technology (ICT) in Teaching and Learning Mathematics: Case Study of Selected Secondary Schools in Rwanda." The objective of this study was to investigate how mathematics teachers perceive the use of technological tools in teaching and learning mathematics. Gregory's constructivist theory of perception served as the anchor for the research. A case study research design was adopted. The research focused on secondary school mathematics teachers in 10 selected Rwandan schools. Purposive sampling was employed to choose 20 mathematics teachers. Primary data was obtained through open-ended questionnaires along with semi-structured interviews, and thematic analysis was employed for data analysis. Study outcomes indicated that perceptions of mathematics teachers' of embracing technological tools are formed by their familiarity with technology, confidence in adopting it, and the help they get in incorporating it into their teaching procedures. The study concluded that teachers ought to participate in Continuous Professional Development (CPD) programs aimed at technological tools to enhance confidence and boost their integration into teaching. According to research, school leaders should ensure access to the most up-to-date technological resources and offer customized training to facilitate effective technology adoption in mathematics teaching. The study further suggested that Rwanda Basic Education Board (REB) and the National Examination and Schools Inspection Authority (NESA) should enforce extensive training programs, avail more resources in essential technological infrastructure, and boost research and best practices to encourage innovation. Additional research should broaden its context to include different perspectives, evaluate the long-term impact of technological tools on student outcomes, and assess the effectiveness of professional development programs.

Factors Influencing Teachers’ Engagement in Continuous Professional Development (CPD): A Case Study

Teachers in modern education face significant work challenges and must commit to continuous learning. Disruptive technological advancements require teachers to be digitally nimble and adaptive to constant changes. Educational institutions and schools must provide teachers with relevant resources for continuing professional development (CPD). Numerous past studies have shown that CPD is related to improved teaching practices and student learning outcomes. However, the success of CPD programs lies in teachers' engagement in the process. This case study explores the types of CPD activities available and investigates the factors influencing a Malaysian teacher's engagement in CPD. Malaysian teachers can access various CPD activities, including workshops, seminars, reading, and informal conversations with colleagues. The study also found that contextual and personal factors contribute to teachers' decision to participate in CPD activities. Contextual factors include available CPD opportunities, administrative and collegial support, and barriers to participation. Personal factors include teachers' preferences in learning approaches and their interest in particular topics. The features of CPD activities will affect teachers' perceptions of CPD and influence their engagement levels. These findings suggest redesigning CPD activities that promote a favourable perception of CPD and encourage engagement.

Institutional Barriers to Continuous Professional Development (CPD) Programs

Abstract BACKGROUND AND OBJECTIVE: Continuous Professional Development (CPD) Programs aim to support the career progression of faculty members by leveraging their professional experiences, theoretical knowledge, research, and professionalism with colleagues. These programs enhance skills, knowledge, and competencies throughout a faculty career. However, institutional barriers such as heavy workloads and limited resources can hinder the effectiveness of CPD programs. Faculty training enables them to address concerns, be aware of their teaching assumptions, and foster a positive educational environment. It requires reflection, openness to new ideas, and intellectual work for professional growth. This study’s objective was to determine the frequencies of Institutional Barriers faced by faculty to Continuous Professional Development (CPD) Programs. METHODOLOGY: In this research, we used an observational study design. Purposive sampling was employed to collect the responses. A total of 229 participants responded. Data were entered and analyzed using IBM SPSS version 26 software. A pilot study was conducted to measure reliability. Frequencies were measured, and associations between categorical variables were determined using the Pearson Chi-Square Test. RESULTS: Significant associations of almost all the identified institutional barriers were observed with academic positions whereas the majority of the barriers demonstrated no association with gender and specialty. CONCLUSION: Academic position is the most important factor identified in our study, showing strong associations with almost all the institutional barriers studied. By creating a supportive environment and promoting continuous learning, institutions can empower faculty members to engage in CPD activities and enhance their professional development.

Integrating 21st Century Skills into Teaching of Social Studies among Public Junior High School Learners in Effutu Municipality

The study examined the integration of 21st Century Skills into teaching of Social Studies among public junior high school learners in Effutu Municipality in Ghana. The study adopted Pedagogical Content Knowledge theory by Shuman (1987). The positivist paradigm was followed in the conduct of the study where quantitative data was collected and analysed. The Census sampling technique was used to select all the 50 Social Studies teachers even though 45 were correctly filled and therefore used for the study. Structured questionnaires were used as instruments for data collection. With the aid of the Version 20 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean, standard deviation, frequency counts, simple percentages) and inferential statistical tools such as Ordinary Least Square multiple regression analysis was used to analyse the data. The findings of the study revealed that communication and collaboration as well as digital literacy skills had very good integration whereas creativity and innovation, cultural identity and global citizenship, personal development and leadership and critical thinking and problem-solving skills registered good integration. It further showed that 21st Century Skills mentioned above accounted for 63.8% variance in learners’ academic performance. It was recommended that Ghana Education Service should initiate and encourage continuous professional development programmes for teachers in the Effutu Municipality to improve their integration of 21st Century skills and enhance teaching and learning.