ABSTRACT

The study imperatively ascertains the impact of Professional Development (PD) of mathematics teachers in their classroom delivery in Kwabre East Municipality (KEM). The study was embedded with positivist philosophical assumptions concerning how knowledge was gained and constructed. A descriptive survey was adopted and the census sampling technique was used to sample all the Junior High School (JHS) mathematics teachers. The sample selected was made up of 221 mathematics teachers. It was concluded that PD for mathematics teachers enhanced their mode of delivery, which improved their students’ understanding of mathematics. The study also suggests that teachers’ development of rudimentary skills and knowledge for classroom management was based on their own beliefs as well as professional beliefs and practices. The factors that contribute to low performance after PD are high and depend on the lack or unavailability of training materials for teachers to use after training and inadequate teaching and learning materials or resources to teach students. It is recommended that the government institutes a policy that requires every teacher to attend PD training to be considered for promotion. Our educational institution’s headmaster/teacher and leaders should also make it a habit to hold in-house workshops and seminars to refresh their teachers’ knowledge and skills in delivering instructional objectives. Additionally, the Ministry of Education and other non-government organisations should help improve our schools by focusing on resources that make teaching and learning better.

Keywords: Professional Development, Mathematics Teachers, Junior High Schools