Host Nation Teachers' Professional Development in International Schools in Ghana

This study explores the Professional Development (PD) experiences of Host Nation Teachers (HNT) in international schools in Ghana. Investigating the PD experiences of HNT working in Ghana’s international schools addresses a gap in current literature. Data has been collected using a qualitative case study approach from three sources: school PD policies, interviews with the school leader responsible for PD (PD Lead) and focus groups with HNT. Through thematic analysis, three common themes across the schools have been identified: 1) conceptualisation of HNTs’ PD; 2) the design and effects of HNTs’ PD; and 3) leadership and HNT attitudes towards HNTs’ PD. Sub-headings under these themes detail the different insights at each school. Findings show that school policies did little to inform the HNTs’ experience of PD. The PD Lead’s role is pivotal in determining how HNT experience PD. Out of the three sources, the HNT have the most complex understanding of PD, despite seldom being consulted about its organisation. The study found HNT can experience PD differently from International Hired Teachers (IHT). HNT are motivated by PD and are keen to engage in the PD process. HNT can face structural inequalities that restrict their access to and funding for PD compared to their international hired teacher colleagues, IHT, but the HNT remain motivated towards PD. An example emerged of a PD programme designed solely for HNT to retain and prepare them for leadership opportunities. Such programmes showed how HNTs’ PD could be developed to address issues of inequity between HNT and IHT when an inclusive, consultative approach is adopted. This research offers insights into the design, delivery and evaluation of HNTs’ PD in international schools in Ghana and globally. Differences between the PD experiences of HNT and IHT require further research