Professional Development and Teacher Competence in Managing Exceptional Learners: A Ghanaian Perspective
Abstract
This study examines the critical relationship between professional development and teacher competence in effectively managing learners with exceptionalities within Ghana’s evolving inclusive education framework. Rooted in a qualitative review design, the paper synthesises existing empirical and theoretical literature to explore how professional learning enhances teachers’ pedagogical readiness, adaptive capacity, and instructional quality in inclusive classrooms. The analysis draws upon global and African perspectives to provide a nuanced understanding of the Ghanaian context while situating local developments within international education discourse. Findings reveal that sustained, contextually grounded professional development significantly improves teachers’ confidence, instructional adaptability, and responsiveness to learner diversity. Effective professional learning models—characterised by coherence, collaboration, and reflection—were identified as essential in fostering inclusive pedagogical competence. Conversely, systemic barriers such as inadequate funding, limited access to continuous training, and weak institutional coordination undermine teachers’ ability to translate inclusive policies into classroom practice. The integration of technology emerged as a transformative tool, expanding access to professional learning and supporting teachers in differentiating instruction for diverse learners. The study concludes that professional development is indispensable to achieving equitable and quality education. It recommends the institutionalisation of continuous, evidence-based professional learning embedded within Ghana’s teacher education and certification frameworks. Strengthening collaboration among policymakers, educators, and training institutions, alongside increased investment in technological infrastructure and inclusive pedagogy, is vital for sustaining reform. Ultimately, empowering teachers through sustained professional growth is pivotal to the realisation of a truly inclusive educational system capable of addressing the academic and social needs of all learners.
Citations
IRE Journals:
Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga, Kenneth Boakye, Chuks Sunday Ogbona "Professional Development and Teacher Competence in Managing Exceptional Learners: A Ghanaian Perspective" Iconic Research And Engineering Journals Volume 2 Issue 12 2019 Page 618-636 https://doi.org/10.64388/IREV2I12-1714177
IEEE:
Thomas Jerome Yeboah, Mforchive Abdoulaye Bobga, Kenneth Boakye, Chuks Sunday Ogbona
"Professional Development and Teacher Competence in Managing Exceptional Learners: A Ghanaian Perspective" Iconic Research And Engineering Journals, 2(12) https://doi.org/10.64388/IREV2I12-1714177
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