ABSTRACT
The study assessed the extent to which INSET programmes organised for SHS teachers in the Kumasi Metropolis enhanced their performance. It specifically investigated the needs assessment that goes into the organisation of INSET, the impact of INSET on teacher performance, identified the feedback and evaluation programmes that are used to assess teachers after INSET and the challenges in organising and evaluating INSET. A mixed method approach using descriptive survey and interview was adopted. Simple random sampling was used to sample the ten schools out of the 19 schools in the Metropolis. Yamane’s (1967) formula for sample size determination was used to determine the 273 respondents out of the 1907 teachers. Purposive sampling was used to sample the head teachers and organiser of INSET. Mean ratings, percentages, standard deviation and correlation were the statistical tools used to analyse the data. The interview was transcribed for interpretation. Findings of the study included; teachers’ needs and interest were not assessed prior to INSET, there were almost no follow- ups and funding was a great challenge. The conclusions were; teachers were not likely to be interested in INSET programmes because their needs were not met, INSET were not organised effectively, INSET organisers are not able to ascertain whether what teachers are taught during INSET is practised since there was lack of effective evaluation of INSET, teachers may not get the needed assistance to implement what they were taught once there was lack of continuous follow-up and availability of funds, teaching learning resources and physical facilities are likely to improve the quality of INSET organised in the metropolis. The study recommends that the planning, implementation and evaluation of INSET be decentralised, continuous follow-up should be made part of the organisation of INSET programmes and long term funding sources be accessed.
BEYUO, V (2021). Examining in-Service Training and Education for Teachers in Senior High Schools in the Kumasi Metropolis of the Ashanti Region. Afribary. Retrieved from https://afribary.com/works/examining-in-service-training-and-education-for-teachers-in-senior-high-schools-in-the-kumasi-metropolis-of-the-ashanti-region
BEYUO, VIDA "Examining in-Service Training and Education for Teachers in Senior High Schools in the Kumasi Metropolis of the Ashanti Region" Afribary. Afribary, 10 Mar. 2021, https://afribary.com/works/examining-in-service-training-and-education-for-teachers-in-senior-high-schools-in-the-kumasi-metropolis-of-the-ashanti-region. Accessed 18 May. 2024.
BEYUO, VIDA . "Examining in-Service Training and Education for Teachers in Senior High Schools in the Kumasi Metropolis of the Ashanti Region". Afribary, Afribary, 10 Mar. 2021. Web. 18 May. 2024. < https://afribary.com/works/examining-in-service-training-and-education-for-teachers-in-senior-high-schools-in-the-kumasi-metropolis-of-the-ashanti-region >.
BEYUO, VIDA . "Examining in-Service Training and Education for Teachers in Senior High Schools in the Kumasi Metropolis of the Ashanti Region" Afribary (2021). Accessed May 18, 2024. https://afribary.com/works/examining-in-service-training-and-education-for-teachers-in-senior-high-schools-in-the-kumasi-metropolis-of-the-ashanti-region