In-service training and teacher job performance: A study of senior high schools in the Bongo District of Ghana

Alaric Awingura Alagbela

doi:10.51867/ajernet.7.1.4

Authors

Alaric Awingura Alagbela

C. K. Tedam University of Technology and Applied Sciences, Navrongo, UER, Ghana https://orcid.org/0000-0002-1900-7961

Keywords:

Bongo District, Challenges, In-Service Training, Job Performance, Senior High School Teachers

Abstract

This study examined the influence of in-service training on the job performance of senior high school teachers in the Bongo District of Ghana. By way of its theoretical framework, Odiorne's Theory of Human Capital was found to be suitable, and the same was utilised in guiding the study. The study employed a descriptive survey design. A sample size of one hundred and thirteen (113) out of a targeted population of one hundred and sixty-three (163) teachers from four (4) senior high schools in the administrative area was obtained using the simple random sampling technique. The data collection tool was a questionnaire that the researcher constructed. Descriptive statistical tools, thus means and standard deviations, were used to analyse the data. The study revealed that in-service training promotes networking among teachers and enhances teachers’ performance in the teaching and learning situation. Further, some notable challenges of implementation include inadequate trainers in the various subject areas and inadequate funding. To conclude, therefore, in-service training programmes do have a multitude of positive effects on the core mandate of teachers. However, there are knotty challenges that should be addressed. This study thus recommends the need for relevant stakeholders in education to intervene by pulling their synergies together in order to address these concerning challenges.

Dimensions

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