Current practices and perceived benefits of continuous professional development among early grade headteachers in Adentan Municipality, Ghana

Continuous professional development (CPD) is crucial for enhancing teacher knowledge and skills, particularly for early grade headteachers who play a pivotal role in foundational education. This article explores the current state of CPD practices and the perceptions of its benefits among early grade headteachers in the Adentan Municipality of Ghana. Adopting a qualitative approach with a case study design, the study purposively sampled 13 early grade headteachers. Data were collected through semi-structured interviews and analysed using descriptive statistics for participant characteristics and thematic analysis for research questions. Findings reveal that current CPD practices in Adentan Municipality focus on engagement in various training activities, efforts towards effective CPD, and the promotion of innovative teaching practices. Headteachers perceived significant benefits, including the development of administrative and leadership skills, enhanced knowledge, and increased efficacy. Despite acknowledged benefits, challenges such as inadequate access to timely information, financial barriers, and a disconnect between CPD participation and promotion criteria were identified. This study underscores the need for more accessible, relevant, and intrinsically motivating CPD initiatives to support early grade headteachers effectively, aligning with adult learning principles and fostering deeper professional growth.