Authors: Might Kojo Abreh (University of Cape Coast, Ghana) and Francis Arthur (University of Cape Coast, Ghana)
Abstract: This study investigated the perspectives of heads of Senior High Schools (SHSs) on the participation of Science and Mathematics teachers in Continuous Professional Development (CPD)in Ghana. It was guided by objectives that examined available CPD opportunities and their perceived influence on teaching using a convergent parallel mixed-methods design. Data from 157 Heads of SHSs, collected via a questionnaire and an interview schedule, were analyzed using descriptive statistics and thematic analysis. Heads of SHSs viewed CPD as crucial for instructional improvement, identifying general initiatives, subject-specific workshops (GAST, SMASE-WESCA),ICT training and content mastery as vital for enhancing pedagogy, subject knowledge and digital literacy. CPD was also seen to promote student-centered instruction, classroom delivery and formative assessment. The study highlights the evolving needs of STEM instruction and CPD’s role in bridging pedagogical gaps, emphasizing inclusive, context-sensitive and practice-oriented frameworks with structured policies and follow-ups.