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Survey Paper | Education Management | Ghana | Volume 7 Issue 6, June 2018 | Rating: 6.6 / 10

Impact of Out Program on the Teaching Proficiency of In-service Teachers in Colleges of Education in Central Region, Ghana

Richmond Stephen Sorkpor ^[4] | Emmanuel Armah Enninful ^[2] | Charles Agyei Amoah ^[6]

Abstract: The study was aimed at investigating the effectiveness of the implementation of the Out segment of the In-In-Out Program of Colleges of Education in Ghana. Data was obtained from interviews, questionnaires as well as field observations. The proportional stratified and simple random sampling techniques were used to select a sample size of one hundred and fifty (150). Data collected was analyzed using descriptive statistics. It was revealed that there was strong evidence to suggest that all the aspects of the In-In-Out Program were fairly clear to the implementers who regarded all the components of the program as very important. The data also showed that all the respondents involved in the study had favourable attitudes towards the implementation of the program. It was clear from the findings that poor supervision on the part of tutors and incompetent mentors were the major challenges, which impeded the successful implementation of the In-In-Out Program. The implementation was also found to be hindered by non-availability and/or inadequacy of requisite instructional materials and facilities as well as insufficiency of time allotted to the professional training aspect of the In-In-Out Program. It was recommended that Mentees must be encouraged to participate in community self help projects, educate community on good sanitation and communicate with parents about the performance of their wards.

Keywords: In-In-Out Program, Supervision, Implementation, Mentors

Edition: Volume 7 Issue 6, June 2018,

Pages: 1360 - 1365