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.

Senior High School Heads’ Perception on Predominant Forms of Continuous Professional Development in Ghana

“…"Items of questionnaires were scored accordingly, coded and was analysed using the appropriate statistical tools and SPSS version 23. The analysis employed the computation of descriptive statistics specifically, frequencies, percentages, means and standard deviations to answer the research questions" [22].…”

Exploring Items for Measuring Self-initiated Professional Development Construct in The Context of Continuous Professional Development System Usage

“…Several countries or organizations have different CPD systems from various disciplines (Round, 2013), using terms like electronic portfolio (e-portfolio), electronic CPD (e-CPD), electronic training (e-training), or electronic Daftar (e-Daftar) (Abdullah et al, 2016;Balaban et al, 2013;Balaban, 2020;Garg & Sharma, 2020;Gyamfi et al, 2023;Razali et al, 2021;Razak & Yusop, 2013;Rosly & Khalid, 2018;San Jose, 2017;Song, 2021) as part of their training management system. The CPD system helps teachers manage their training based on their participation in CPD activities across various platforms or methods.…”

“…It's a convenient way for teachers to record and keep track of their professional development data, such as the courses or workshops they have attended, as well as the number of hours of self-study and the current credit points they have accrued (MoE, 2016;Zaid & Yusof, 2022). CPD documentation is vital for teachers, school administrators, and the Ministry of Education to plan their professional development, further education, and career promotion, as well as to assess their progress and skills over time (Gyamfi et al, 2023;Kwok & Hui, 2017;MoE, 2014MoE, , 2016Nur Leenna et al, 2020a, 2020bSegaran & Hasim, 2021;Song, 2021;Zaid & Yusof, 2022). To ensure the sustainability of teacher professional development, the Ministry of Education has implemented continuous professional development credit point (MyPPB) scoring mechanisms based on 13 CPD activities into the current system (MoE, 2018).…”