Teacher professional development (TPD) programmes are recognised as essential for enhancing educational quality in Ghana. However, their effectiveness on student learning outcomes remains a subject of theoretical exploration. Theoretical development will be employed through systematic review, critical analysis of existing literature, and synthesis of relevant theories from educational psychology and adult learning. This theoretical framework provides a robust foundation for understanding the mechanisms through which teacher professional development impacts educational outcomes, offering insights for future empirical research and policy formulation. Educational policymakers should prioritise TPD programmes that include ongoing support and continuous evaluation to maximise their potential benefits.
Mensah et al. (2005) studied this question.