Professional development among in-service teachers: motivational factors, pathways and coping strategies

While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few studies to date have explored role TCPD in Ghana. This paper aims map pathways in-service teachers Ghana while exploring motivations and coping strategies these adult learners. The study employs a cross-sectional survey design which 45 students enrolled an MA Education programme were trained collect data from 352 310 schools using semi-structured questionnaire as collection instrument. analysed both descriptive inferential statistics. results show subject matter, knowledge curriculum, assessment three most important factors behind motivation participate CPD. Moreover, analysis suggests there was little or no institutional support them. In addition this, despite mentorship plays ensuring teaching learning, overwhelming majority saw mentoring exchange programmes one least forms CPD opportunities available. Recommendations indicate autonomy disparity between values skills demanded 21st-century education cannot be underestimated more required on how will provide Ghanaian with creative innovative they require.