Teacher Professionalism and Professional Practice in Ghana: Baseline Evidence
DOI:
https://doi.org/10.64922/jassee.v1i1.140Keywords:
Educational Policy, Continuous Professional Development (CPD), Evidence-Based Education Reform, Teacher Quality and PracticeAbstract
This study investigates the relationship between teacher professionalism and professional practice across Ghana using a large national quantitative survey (N = 4,645). Using a descriptive survey design, data were gathered using 27 operationalized variables spanning teacher identity, CPD participation, ethical adherence, classroom collaboration, and demographic characteristics. Data were analysed using descriptive statistics and multiple regression. Findings indicate a strong positive relationship between professional practice and professionalism, suggesting that higher levels of professional practice are associated with higher levels of professionalism. Similarly, CPD involvement was found to contribute positively to teacher professionalism. In addition, INSET, age, and teaching experience were positively associated with teacher professionalism, but negatively associated with professional practice, indicating that these factors operate differently across the two outcome constructs. Qualifications outside education were not significantly associated with professionalism but were negatively associated with professional practice. Professional rank was negatively associated with professionalism but positively associated with professional practice, whereas marital status and number of children were negatively associated with both outcomes. The study concludes that teacher professionalism and professional practice in Ghana are shaped by complex, interrelated factors, requiring evidence-based and context-sensitive policy interventions. The research contributes a foundational evidence base to inform the National Teaching Council (NTC) and stakeholders on strategies for enhancing teacher professionalism and practice. Recommendations include restructuring INSET timing, refocusing CPD delivery, and emphasizing contextualized teacher development policies.
References
Abakah, E., Addae, D., & Amuzu, D. (2023). Continuing professional development (CPD) at a distance: Teachers' reflections on enhancing distance education (DE) provision. International Journal of Educational Research Open, 5, Article 100304.
Abakah, E., Widin, J., & Ameyaw, E. K. (2022). Continuing professional development (CPD) practices among basic school teachers in the Central Region of Ghana. SAGE Open, 12(2), 1–13.
Akoto, E., Owusu, E., Gyimah, P., Acheampong, A., & Adu-Brobbey, V. (2022). Cultural profile as determinant of work outcomes in a collectivist context. Journal of Global Awareness, 3(2), Article 7.
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511.
Bonsu, A. B., Appiah, K. O., Gyimah, P., & Owusu-Afriyie, R. (2023). Public sector accountability: Do leadership practices, integrity and internal control systems matter? IIM Ranchi Journal of Management Studies, 2(1), 4–15.
Cronqvist, M. (2025). Teachers' ethical responsibility in teaching: To guide the children about right and wrong. Scandinavian Journal of Educational Research, 69(4), 857–870.
Edwards, A. K., & Osei-Mensah, I. (2019). Challenges facing the effectiveness of secondary school teachers' continuous professional development in the Sekyere District: Enhancing practice with human performance technology. International Journal of Research and Innovation in Social Science, 3(3), 391–403.
Gyimah, P., Appiah, K. O., & Appiagyei, K. (2023). Seven years of United Nations' sustainable development goals in Africa: A bibliometric and systematic methodological review. Journal of Cleaner Production, 395, 136422.
Gyimah, P., Appiah, K. O., & Appiagyei, K. (2025). Unraveling contemporary trends on United Nations sustainable development goals: A new global bibliometric and literature review analysis. Sustainable Development, 33(2), 2579–2598.
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117.
Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2), 151–162.
Menter, I., & Assunção Flores, M. (2021). Teacher education, teacher professionalism and research: International trends, future directions. European Journal of Teacher Education, 44(1), 1–4.
Mezza, A. (2022). Reinforcing and innovating teacher professionalism: Learning from other professions (OECD Education Working Papers No. 276). OECD Publishing.
Ministry of Education. (2017). National teachers' standards for Ghana: Guidelines. National Teaching Council.
Mitchell, R., Ayinselya, R., Barrett, A. M., Cortez Ochoa, A. A., David, O., Imaniriho, D., Nwako, Z. A., Reda, N. W., & Singh, M. (2024). Teacher professional development in Africa: A critical synthesis of research evidence. Zenodo. https://doi.org/10.5281/zenodo.12731754
National Teaching Council. (2020). A framework for professional development of teachers: Guidelines for point-based system (INSET and portfolio). National Teaching Council, Ministry of Education.
OECD. (2016). Supporting teacher professionalism: Insights from TALIS 2013. OECD Publishing.
Padwad, A., & Dixit, K. K. (2011). Continuing professional development: An annotated bibliography. British Council.
Salifu, I., Agyekum, B., & Nketia, D. (2025). Teacher professional development (TPD) in Ghana: Constraints and solutions. Professional Development in Education, 51(8), 1951–1968.
Salifu, I., Iddris, F., Owusu-Agyeman, Y., & Eshun, S. N. (2025). The influence of professional development on quality teaching in Ghanaian pre-tertiary schools. Social Sciences & Humanities Open, 12, Article 102196.
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers' professional development. Teaching and Teacher Education, 101, 103305.
Sedwal, M. (2024). School education in creating a sustainable world: Role of humanities and social science discipline as a catalyst in the light of Indian National Education Policy 2020. In Roadmap for humanities and social sciences in STEM higher education (pp. 107–130). Springer Nature Singapore.
SEIP. (2014). The Secondary Education Improvement Project report. Ministry of Education/World Bank Sponsored Project.
Tatto, M. T. (2021). Professionalism in teaching and the role of teacher education. European Journal of Teacher Education, 44(1), 20–44.
UNESCO International Institute for Capacity Building in Africa. (2025). Ghana's lessons towards strengthening teacher professionalism through National Teaching Council reforms. UNESCO-IICBA.
Zhang, M., Qian, H., & Walker, A. (2025). Developing teacher professional capital: A case study of Master Teacher Studios in Zhejiang Province, China. British Educational Research Journal, 51(1), 133–153.
