ATTITUDES OF BASIC SCHOOL TEACHERS IN THE CAPE COAST MUNICIPALITY TOWARDS STAFF DEVELOPMENT ACTIVITIES
TABLE OF CONTENTS
Title Page i
Approval Page iii
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
This study aimed to explore the attitudes of basic school teachers in the Cape Coast Municipality towards staff development activities. Staff development plays a crucial role in improving the quality of education by enhancing teachers' knowledge, skills, and competencies. However, the success of staff development initiatives largely depends on the attitudes of teachers towards these activities. Understanding teachers' attitudes can provide valuable insights for designing effective and engaging staff development programs.
A mixed-methods approach was employed for data collection and analysis. A survey questionnaire was distributed to a sample of basic school teachers in the Cape Coast Municipality, and semi-structured interviews were conducted with a subset of participants. The questionnaire included items related to teachers' perceptions of the importance of staff development, their willingness to participate, perceived barriers, and preferences for different types of development activities. The interviews provided an opportunity to delve deeper into teachers' experiences, motivations, and challenges related to staff development.
Preliminary findings suggest that the attitudes of basic school teachers in the Cape Coast Municipality towards staff development activities are generally positive. The majority of participants recognized the importance of ongoing professional development for their own growth and the advancement of their teaching practice. They expressed a willingness to engage in various forms of staff development, including workshops, conferences, seminars, and collaborative learning opportunities. Teachers also acknowledged the benefits of networking and sharing experiences with colleagues from different schools.
However, some barriers to staff development were identified, including limited financial resources, time constraints, and inadequate support from school administrators. Additionally, teachers expressed a preference for locally relevant and practical training that aligns with their specific teaching contexts and challenges.
These findings have significant implications for educational policymakers, school administrators, and teacher training institutions. Efforts should be made to address the identified barriers and provide adequate resources and support to promote teachers' active participation in staff development activities. Furthermore, the design and implementation of staff development programs should take into account teachers' preferences and local needs to ensure their relevance and effectiveness.
In conclusion, this study sheds light on the attitudes of basic school teachers in the Cape Coast Municipality towards staff development activities. The findings emphasize the importance of considering teachers' perspectives and needs when designing and implementing staff development initiatives. By fostering positive attitudes and overcoming barriers, educational stakeholders can enhance the professional growth and effectiveness of basic school teachers, ultimately leading to improved educational outcomes for students in the Cape Coast Municipality and beyond.
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