Teachers' Professional Development: Role of Faith-Based Schools in Effutu Municipality of Ghana

Abstract

This study investigated capacity building and its influence on student academic performance among religious schools in the Effutu Municipality of Ghana. Using the qualitative inquiry as an approach, the study adopted the trian gulatory design sing focus group discussions and semi-structured interview guide. We employed purposive and snow ball-sampling techniques to select Thirty-five (35) participants for the study. Data was analyzed qualitatively where tapes were played severally from the transcript of each participant. Coding regimes for qualitative study were observed leading to generation of themes guiding this study. In some cases, verbatim quotations were used to support emergent themes. Validity and ethical considerations were adhered to in the data collection processes. The study found that even though capacity building was inadequate, the support received to boost capacity could have led to qualitative improvement in students' academic performance. Indeed, support for the schools take the form of logistics, finance (mostly capitation grant), and administrative services; though erratic and inadequate form. The study also found that the level of collaboration of the churches with government and participation in school management has dwindled. The study recommended that government should facilitate the creation of an environment that encourages the active participation of the churches in the management of the mission schools in the study area.