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Teacher Professional Effectiveness in Ghana: A Comparative Analysis of Distance and Regular Training Modalities Through the Lens of Education Office Supervisors

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  • Isaac Mepenedo

    (Municipal Education Office, KEEA. Box EL 13, Elmina, Ghana)

Abstract

In light of ongoing teacher shortages and varying levels of teaching quality, Distance Education (DE) has become a vital approach for enhancing teachers' skills. However, there's still a dearth of comparative evidence regarding its effectiveness compared to the Regular Mode (RM). This qualitative single case study delved into the perspectives of School Improvement Support Officers (SISOs) on teacher professional effectiveness (TPE) in Akonoba Municipality, Ghana. The research involved semi-structured interviews and focus group discussions with eight carefully chosen participants. Through thematic analysis, it became clear that TPE is seen as a complex concept that includes professional ethics, comprehensive learner support, and academic progress, all influenced by the quality of training, individual initiative, and systemic backing. While teachers trained through RM were generally viewed as better equipped, their effectiveness was found to depend more on broader institutional and contextual factors rather than just the mode of training. The study suggests that DE programmes could be improved by offering more practicum opportunities, implementing stricter admission standards, refining the curriculum, and enhancing teacher support systems through effective supervision and in-service trainings, while also working to eliminate predispositions against DE graduates. Although the study was limited to a particular Education Municipality and a selected group of educational officers regarding their perceptions of teacher professional effectiveness, it nonetheless provides a useful foundation for future research with wider scope and more rigorous research procedures. Again, by positioning SISOs as key evaluators of teaching competence, this research adds to the ongoing discussions about fair teacher preparation and advocates for comprehensive reforms to improve the quality of education in Ghana and beyond.

Suggested Citation

  • Isaac Mepenedo, 2025. "Teacher Professional Effectiveness in Ghana: A Comparative Analysis of Distance and Regular Training Modalities Through the Lens of Education Office Supervisors," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(10), pages 1726-1745, October.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:10:p:1726-1745
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    References listed on IDEAS

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    1. Cedric B. Mpungose, 2020. "Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 7(1), pages 1-9, December.
    2. Inusah Salifu & Flora Chirani & Solomon Kofi Amoah & Ebenezer Darkwah Odame, 2023. "Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools," SAGE Open, , vol. 13(4), pages 21582440231, December.
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