As Ghana continues its efforts to improve educational quality and student achievement, policymakers and school leaders face a critical question: What kind of professional development truly helps teachers become more effective in the classroom?
A new doctoral study conducted among public senior high school teachers in Ghana’s Central Region offers an important answer. The research found that simply participating in mentoring programs or spending many years in mentoring relationships does not automatically improve teaching outcomes. Instead, what matters most is the quality, frequency, and depth of mentoring interactions.
The study surveyed 253 public senior high school teachers across the Central Region and examined how mentoring relates to two key aspects of teaching: instructional effectiveness and classroom management. These are essential factors that influence student engagement, learning, and academic success.
The findings challenge some common assumptions about professional development. Teachers who merely participated in mentoring programs were not significantly more effective than those who did not. Likewise, the number of years spent in mentoring relationships did not predict stronger teaching outcomes.
However, teachers who experienced high-quality mentoring, characterized by regular interactions, meaningful feedback, collaborative problem-solving, reflective dialogue, and ongoing professional support, demonstrated significantly higher levels of instructional effectiveness and stronger classroom management practices.
In practical terms, the study suggests that mentoring is not effective because it exists on paper. It becomes effective when it creates genuine opportunities for learning, reflection, and professional growth.
These findings have important implications for Ghana’s education system. Current professional development efforts often emphasize attendance at workshops, seminars, and training programs. While such initiatives have value, they may not be enough to produce lasting improvements in classroom practice.
The evidence indicates that schools should focus on creating mentoring relationships that are sustained, interactive, and embedded in daily teaching practice. Experienced teachers should be equipped to provide ongoing coaching, observation, feedback, and support to their colleagues rather than serving only as occasional advisors.
The findings also align with Ghana’s Education Strategic Plan and the broader goal of improving educational quality nationwide. By investing in meaningful mentoring structures, schools can strengthen teaching effectiveness, improve classroom environments, and ultimately support better student outcomes.
For policymakers, the message is clear: professional development should not be measured solely by participation rates or years of experience. Greater attention should be given to the quality of professional interactions and the extent to which teachers engage in continuous learning with trusted colleagues.
As Ghana seeks innovative ways to strengthen its education system, this research highlights a simple but powerful truth. Effective teacher development is not about how long teachers are mentored. It is about how well they are mentored.
The future of educational improvement may depend less on counting professional development activities and more on creating meaningful relationships that help teachers grow, reflect, and excel in their practice.
Dr. Frank Ayim recently completed his Doctor of Education degree at Bethel University. His dissertation examined the relationship between mentoring and professional development outcomes among public senior high school teachers in Ghana’s Central Region.
Read the Full Dissertation
Ayim, F. (2026). A Quantitative Analysis of the Relationship Between Mentoring and Professional Development Outcomes of Public Senior High School Teachers in Ghana’s Central Region.
Available at: https://spark.bethel.edu/etd/1263/
Author: By Dr. Frank Ayim
