Teacher professional development (TPD) is a central component of educational reform in many contexts, yet robust evidence linking specific programme designs to measurable improvements in pupil attainment in sub-Saharan Africa remains limited. This working paper analyses the efficacy of a nationwide, in-service TPD initiative on pupil learning outcomes in primary schools. Its objectives are to evaluate the programme's impact on standardised test scores and to identify the key mechanisms through which impact is mediated. A mixed-methods, quasi-experimental design was employed, utilising longitudinal pupil assessment data and classroom observation metrics. Treatment and comparison groups were established across multiple regions, with analysis controlling for school-level covariates. Pupils taught by teachers who completed the TPD programme showed a statistically significant improvement in aggregate test scores, with a notable effect size of 0.23 standard deviations in mathematics. Qualitative data revealed that the integration of subject-specific pedagogical content was the most salient theme for participating teachers. The findings indicate that well-structured, content-focused TPD can positively influence pupil attainment. However, the effect is heterogeneous and contingent on implementation fidelity and school-level support structures. Policymakers should prioritise TPD programmes with a strong subject-pedagogy nexus and invest in sustained school-based mentoring. Future programme design must incorporate more systematic support for headteachers to facilitate classroom application. teacher professional development, learning outcomes, educational efficacy, Ghana, primary education, programme evaluation This paper provides novel empirical evidence on the specific design features of a large-scale TPD programme that contribute to improved pupil learning, using a unique linked dataset of teacher participation and pupil performance.
Asare et al. (Tue,) studied this question.