EFFECTS OF IN-SERVICE TRAINING ON TEACHERS’ JOB PERFORMANCE IN LAMBUSSIE DISTRICT, GHANA

Abstract

This study explored the effect of in-service training on teacher performance in the Lambussie district using a descriptive survey design. Data were collected from 140 teachers through a self administered questionnaire and analyzed using descriptive statistics. The findings revealed that in-service training for teachers in the Lambussie District is highly attended but irregular, primarily organized by NGOs, and focused on subject-specific training with minimal emphasis on technology, classroom management, and pedagogy. Despite recognizing its importance, teachers feel the training does not fully meet their professional needs, highlighting the need for a more structured and inclusive framework to improve teacher effectiveness and student outcomes. Teachers largely felt that training did not adequately address their professional needs, improve their teaching skills, or provide sufficient duration for meaningful learning. A key barrier to participation was the lack of administrative support, particularly from headteachers. To enhance the effectiveness of in-service training, the study recommends stronger administrative involvement, the integration of hands-on and interactive training methods, and the expansion of flexible learning options such as online and blended programs to accommodate teachers' schedules.