Influence of Continuous Professional Development on Teacher Competencies: The Moderating Role of School Leadership Support

This study investigated the influence of continuous professional development (CPD) on teacher competency (TC) and assessing how school leadership support (SLS) moderates this relationship among junior high school teachers in the Amansie Central District of Ghana. The research used a convergent mixed-methods design. Quantitative data were collected through standardized questionnaires and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with 10,000 bootstrap samples, while non-parametric tests such as the Mann-Whitney U and Wilcoxon H-test were also applied. Qualitative responses were gathered through open-ended questions and analyzed thematically. Results showed that many teachers in the district had high levels of competency, especially in teaching methods, classroom management, assessment, and subject knowledge. Teachers who participated in CPD activities demonstrated stronger professional practices. The study also revealed that SLS positively moderated the relationship between CPD and TC. When school leaders actively supported CPD efforts by sharing information, giving encouragement, and providing resources, the influence of CPD on competency became stronger. Yet, this moderating effect was also minimal, mainly due to inconsistent support across schools. Furthermore, there were no discernible differences in competency between male and female teachers, indicating that both sexes function equally in the classroom. The main challenges for effective CPD were financial constraints, inadequate availability of resources, poor internet connection, and lack of motivation coupled with lack of relevance of CPD programs. Conclusion Findings suggest that the District Education Directorate and school leadership need to collaborate to overcome financial and logistical barriers, enhance the quality of CPD, and make it equitably accessible to all teachers. These efforts will help to improve the impact of CPD and build stronger teacher capacities. This research adds practical knowledge to the field by showing how teacher development can be improved when CPD efforts are backed by strong and consistent school leadership.

Teachers serve as the main agents for the implementation of any educational

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