Perspectives of Schools Heads on Science and Mathematics Teachers' Continuous Professional Development in 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-centred 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.