IMPACT OF CLUSTER-BASED INSET ON INSTRUCTIONAL PRACTICES OF PUBLIC JHS ENGLISH TEACHERS: THE CASE OF TAIN DISTRICT OF THE BRONG AHAFO REGION, GHANA

Abstract

This research assessed the impact of Cluster Based In-service Training (CBI) on instructional practices of Public Junior High School (JHS) English teachers in the Tain District of Brong Ahafo Region of Ghana. CBI for Public Junior High School (JHS) English teachers was instituted in the District for the past five years to improve the teachers’ instructional practices and classroom performance. The population for the study included nine (9) Public JHS English teachers, nine (9) Public JHS head teachers, and ninety (90) JHS two students. The study employed mixed method design. A purposive sampling technique was used to sample all the respondents. Quantitative data on teachers’ classroom practices and performance and students’ academic performance were obtained through questionnaires, lesson observation check list, whilst qualitative data on same parameters were obtained through semi-structured interview guide. Descriptive statistics was employed to analysed the quantitative data using IBM SPSS version 20 in form of (percentages and means) and inferential statistics (paired samples t-test analysis). Qualitative data obtained transcribed to support related ideas and analysed using descriptive analysis. The findings of the research revealed that, CBI for Public JHS English teachers was instructionally focused and that, CBI had improved the instructional practices of the teachers. The findings also revealed that, the improved instructional practices of the teachers reflected in the classroom performance and academic achievement of the students. It was concluded that, CBI is an effective professional development programme for the Public JHS English language teachers and students in the Tain District. It was recommended that, CBI programme be replicated in other subject areas in the District.