[01] Joseph Mfum-Appiah, Department of Education, Enchi College of Education, Enchi, Ghana. [02] Abu Bakar, Department of Education, Enchi College of Education, Enchi, Ghana.

Teacher Professional. development is the bedrock of quality educational delivery. The study sought to examine the impacts of teachers’ professional development New Yakasi M/A basic School in the Aowin Municipality of Ghana. The population for the study consisted of teachers of New Yakasi M/A basic school. Purposive sampling technique was used to select all sixteen (16) teachers in the New Yakasi M/A basic school in Enchi in the Aowin Municipality. respondents. The main instruments for data collection were questionnaire and focus group discussion. The quantitative data was coded, processed and analyze with the use of Statistical Package for Social Science (SPSS version 21) and presented in frequencies, percentages, averages, proportions and diagrams, for better understanding of the topic under study. The qualitative data was presented in themes. The teachers will need professional development in pedagogical skills, content knowledge, classroom management and teaching learning materials. Teachers who are abreast with improved pedagogical skills make impact in their teaching behaviours. Professional development helps teachers to achieve the level of knowledge and skills for the job and it improves the cognitive, affective and psychomotor skills for the learner new curriculum resources. It is recommended that, Ghana Education Service must collaborate with head teachers to plan professional development for teacher at the basic level of education during vacation. It is also recommended that, Curriculum planners and developers should include professional development program in the curriculum for basic school teachers.

Teachers, Professional Development (PD), New Yakasi, Aowin Municipality, Western North Region

[01] Osamwonyi, E. Friday. (2016). In-Service Education of Teachers: Overview, Problems and the Way Forward. Journal of Education and Practice, 7 (26), 83-87. [02] Chamlers, D., & Gardiner, D (2015) An evaluation framework for identifying the effectiveness and impact of academic teacher development programmes. Studies in Educational Evaluation 46, 81–91. [03] Todd, R., J. (2010). Curriculum integration. Learning in a chanching world. Victoria, AU: McPerson’s Printing Group. [04] Alibakhshi, G., & Dehvari, N. (2015). EFL teachers’ perceptions of continuing professional de­velopment: A case of Iranian high school teachers. PROFILE Issues in Teachers’ Professional Development, 17 (2), 29-42. http://dx.doi.org/10.15446/profile.v17n2.44374. [05] Bautista, A., & Ortega-Ruiz, R. (2015). Teacher Professional Development: International Perspectives and Approaches. Psychology, Society, & Education, 2015. Vol. 7 (3), 240-251. [06] Kareem, A. M., & Hussein, J. I. (2019). The Impact of Human Resource Development on Employee Performance and Organizational Effectiveness Management Dynamics in the Knowledge Economy, 7 (3). 307-322; DOI 10.25019/MDKE/7.3.02. [07] Nbunyan, K., Mukwenda, T. H., & Kyaligonza, R. (2019) Professional Development Practices and Service Delivery of Academic Staff at Kampala International University and Kyambogo University. Makerere Journal of Higher Education, 10 (2), 133-143. DOI: http://dx.doi.org/10.4314/majohe.v10i2.10 [08] National Teaching Council (NTC). (2017). National teachers' standards for Ghana: Guidelines. Retrieved from http://www.t-tel.org/files/docs/Learning Hub/Teacher education policies and protocols/NTS for Ghana.pdf [09] T-Tel. (2018). Overview and vision of teacher education reform in Ghana. Paper presented at the Teacher Education Policy Reform Dialogue, Capital View Hotel, Koforidua. [10] Ghana Education Service (2018). New Educational Reforms. Ministry of Education. Retrieved 20^th January, 2019. [11] Darmon, J. (2005). Encouraging professional development among pre-service teachers. The Teacher Trainer, 9 (1), 3-6. [12] Johnson, K. E., & Golombek, P. R. (2002). Inquiry into expertise: Teachers’ personal and professional growth. In K. Johnson (Ed.), Expertise in second language learning and teaching (pp. 1-14). New York: Palgrave Macmillan. [13] Mann, S. (2005). The language teacher’s development. Language Teaching, 38, 103-118. [14] Johnston, B. (2002). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.