Journal of Educational Policy and Entrepreneurial Research (JEPER)

ISSN: 2408-770X (Print), ISSN: 2408-6231 (Online)

Vol. 2, N0.5. May 2015. Pp 165-174

Developing Teachers using Human Performance Technology:

Considering the Nexus between Purpose-Driven Life and
Curriculum Leadership

Alexander Kyei Edwards, EdD

Institute of Educational Research and Innovation Studies,
University of Education, Winneba – Ghana
aedwards@uew.edu.gh / revedwards@gmail.com

Abstract
Human performance technology literature abounds with strategies for improvement. The
purpose of this study was to examine the relationship between a purpose-driven life and
curriculum leadership abilities among a sample (N=207) of Ghana Education Services
teachers in order to ascertain the use of instructional and non-instructional human
performance technology (HPT) in their INSET programmes. Using the quantitative method,
the study found positive correlations (e.g. r=.27) and similarities in demographic groups
were not statistically significant (ranges[t= -.23, df=205, p= .82] and [t=1.51, df=149, p=
.13]). However, the study discussion centered on customized instructional HPT to save the
bottom line (return-on-investment). Five recommendations are forwarded regarding
practices and policies including HPT for systematic INSET training, professional
development, and career mentoring. For policy development, a strategic thinking into theory
and practice of HPT in teacher education and RME subject in the entire Ghana educational
system are highly recommended.

Keywords: Purpose-driven life, Curriculum leadership, Human performance

Technology (HPT), Ghana Education Service (GES), Teachers development

Introduction
The concept of human performance technology (HPT) has emerging as a formidable field of
practice since the 1970s to support the development of human capacity (Stolovitch, 2000).
Human development and organization development literature abounds with a variety of ways
to improve performance. This study postulates that the efforts of the Ghana Education
Service (GES) to raise educational standards and teacher performance call for the practice of
HPT. Further suggest an inquiry into curriculum leadership and purpose-driven mindset.
Governments are focused on investments into curricula activities at school levels intended to
raise results. However various strategies have shown little concentration on teachers’
commitments, passion, and mission as professionals. Several educational reforms and
strategies in Ghana have focused on capital investment, infrastructures, and teaching and
learning resources, which have suffered political undertones and implementation challenges
(World Bank OED, 2004).

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Vol. 2, N0.5. May 2015. Pp 165-174

Moreover, the Ministry of Education commissioned report (MoE Report, 2014) by Prof.
Anamuah-Mensah and colleagues shows that 2014 basic education certificate examination
(BECE) results from most schools are not very encouraging. There were some schools with
zero percent BECE pass rate in some regions, especially in certain subjects. This means not a
single pupil was able to achieve standard scores considered acceptable BECE performance.
So the issue is what were the teachers doing? Do teachers have a purpose-driven life of
excellence, vision, and mission to educate our children? What can GES do to raise teachers’
performance at those failing schools? And are there other ways that educational researchers
may have to inquire for answers in order to facilitate human performance levels of such
teachers?
The problem is centered on teacher performance in GES. There is a call for new strategic
thinking just as in business environment. Strategic thinking applies in most organizations to
generate ideas, processes, technology, and innovative ways to solve problems (Appiah-Adu
&Aning, 2012). Educational researchers are concerned. For instance, a professor of
education; Prof. Arkoh Fletcher argues in the national media that teachers are under-
performing because they need mentoring as new teachers (Asiedu-Addo, 2015, April 18th).
Mentoring is a form of non-instructional HPT (Murray, 1999). Teachers continually take
GES’ INSET, as on-the-job training, which is HPT instructional in nature (Jacobs, 1999).
Such teacher development strategies have not taken into consideration professional
commitment, creation of passion, and individual vision. Teachers influence learning in
curriculum activities. Little research is looking at the teacher human performance
technology/or improvement in relation to the nexus between purpose-driven life (PDL) and
curriculum leadership abilities (CLA). Every accelerated human development depends on
purposeful investments in human performance technology (Baker, 2010).

The purpose of this study is to examine the relationship between a purpose-driven life (PDL)
and curriculum leadership abilities (CLA) among teachers in GES to ascertain strategies for
HPT development. Research questions raised are; (i) what is the relationship between PDL (in
this case, measured by Meaning in Life) and CLA? (ii) What are the differences among the
demographics in terms of PDL and CLA? And (iii) how can this relationship help teachers’
HPT development in GES?
The significance of this study lies in the attempt to address teacher performance and to bring
a new strategic thinking to the context of GES by looking at purpose-driven life and
curriculum leadership. Already there is this contention of spirituality, religion, and
secularization policies in education systems. But the critical stand is marginalizing such
humanistic concepts education creates deficiency in meaningfulness, especially among
curriculum leaders. This study seeks to correct that anomaly. Research needs to strategize
ways to make scholarship relevant. In addition, this study is a contribution to literature on
teacher performance improvement by referring to HPT as a more practical than theory way of
enhancing performance, which should lead to policy discussion in teacher education
(Stolovitch, 2000).

Conceptual Framework
The underpinning thinking is that there is a conceptual relationship among the study variables
(Figure 1).

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Figure 1: The conceptual relationships among the study variables

Purpose-Driven Life and Curriculum leadership

Purpose-driven life (PDL) connotes spirituality. Spirituality is a process of establishing a
meaning in life. Meaning in life is an important part of our human development, which
cannot be neglected in any pursuant of excellence (Arwech, Nesbitt, & Johnson, 2005). PDL
comes close to a high sense of belief in the supernatural and self-belief, which is difficult to
define, characterize, or quantify. PDL, as a sense of meaning, influences values, vision,
commitment, and self-efficacies. These are important elements in creating strategic
leadership, vision and mission among people (Hallinger & Heck, 2002; Palmer, 2000).
Literature shows the vignettes of PDL as in the Search for and the Presence of meaning in
life (Steger, Frazer, Oishi & Kaler, 2006). Meaning as in purpose-driven life brings “the sense
made of, and significance felt regarding, the nature of one’s being and existence” (Steger et
al., 2006, p. 81).PDL enhances professional commitment, envisioning meaning for educating
the society, and socio-moral ethics of citizenship.

Curriculum leadership abilities (CLA) on the other hand are operationalized as the influence
exerted on curriculum activities that are supposed to be relevant in any social to facilitate
educational goals of a nation (Adentwi, 2000; Afful-Broni & Ziggah, 2006; Glatthorn, 1987;
Shawer, Gilmore, & Banks-Joseph, 2009). Teachers, educators, and administrators are there
to influence the outcomes of such activities. It becomes the influence they exert to seam
curricula for achieving educational goals. According to Glathorn (1987), curriculum
leadership is the influences on what students learn how they will learn and how we assess
what they learned. The curriculum leader bears full responsibility for ensuring learning takes
place in the process of development, implementation, and monitoring. Thus, in Ghana
curriculum leadership involves researchers at the CRDD (Curriculum Research and
Development Division) under GES and teachers’ involvement is focused at the classroom
level.
Nexus between Purpose-drive life and Curriculum leadership
Therefore the nexus between PDL (using spirituality interchangeably) and CLA is yet to be
well established in literature. PDL as in spirituality is the part of life through which
individuals make meaning and understanding of the world (Puchalski & Larson, 1998). The
medical field has always been interested in this symbiotic relationship, particularly in a
holistic wellness arena, health care and psychiatry practices. The authors write the
relationship is “to touch people’s lives with compassion and empathy … helping people to
fine meaning (emphasis added) and peace in their suffering” (Puchalski & Larson, 1998, p.
971). PDL is again important to address social, psychological, and socio-moral issues.
Therefore if we take John Dewey’s philosophy (as cited in Glatthorn, 1987, p. 1) then the

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Vol. 2, N0.5. May 2015. Pp 165-174

influence on “the child and the curriculum are simply two limits which define a single
process”.
The challenge in academia is how to integrate spirituality and curricula in curricula for
human development. Researchers have questioned the relevance of spirituality in higher
education for example in as much as secularization is preached, but in diversity of societies
this has also been seen as detrimental to holistic development (Buchanan, 2009; 2010;
Laurence, 1999).But it is still remain an academic debate(Bigger, 2003; Buchanan, 2010;
Klenke, 2003). Klenke (2003) confronts the lost of ‘S’ factor in leadership curriculum
leading to a big gap in pedagogical leadership within education. These studies show that
PDL has always remained meaningful and an integral part of human development. Again,
literature on PDL exerts on the cultivation of vision, mission, and goals in human
endeavours. For example when it comes to school leadership studies agree that purpose rules
(Edwards & Aboagye, 2015; Hallinger & Heck, 2002; Slater, 2005). Hallinger and Heck
recommend purpose in creating vision and direction among school leaders. Edwards and
Aboagye (cited Kouzes and Posner) emphasize on inspiring a shared vision for collective
purpose during educational transformation. But for Slate (2005) the link between spirituality
and curriculum is as clear as a Gauguin’s 1897 painting: Where Do We Come From? What
Are We? Where are we Going? hanging in the Museum of Fine Arts in Boston. Slater
recommends studies into the “linkage of objects with emotions and values makes for the
sense of spirituality” (p. 66).

HPT in Teacher Development

Human performance technology is about building capacity to performance (Rummler &
Brache, 1995; Stolovitch & Keeps, 1999a).HPT by default is based on tools in building
human capital with an intent of yielding “result of the experience, reflection, and
conceptualization of professional practitioners to improve human performance” (Stolovitch &
Keeps, 1999b, p. 3). Stolovitch and Keeps, point to a systematic instructional technology,
which is practical training and development, researchable to facilitate performance
improvements. HPT is driven by a focus on purposeful outcomes that are “essentially
concerned with the kinds of human performance that are valued by individual performers and
organizations” (Stolovitch & Keeps, 1999b, p. 17).
In other words, many researchers believe that new paradigm thinking can revolutionize the
teaching profession (Barber, 1996; Gardner, 1996; Wilkin, 1996). This new thinking should
be informed by theory, policy and practice of teacher performance technology in a cyclical
process (as shown in figure 2). For example, Wilkin (1996) strongly recommends policy on
professionalism in the teaching profession, which must be driven by theories to practice. The
process must be of necessity cyclical and instructional in nature (Jacobs, 1999; Murray,
1999), with a feedback loop and an evaluation process (based on input, throughput, and
output) during implementation in order to consolidate existing theories.

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Figure 2: The paradigm is that of a cyclical process in improving teacher performance with a
focus on HPT principles and practices

Thus, researchers agree on systematic instructions to enhance teachers’ performance and

professionalism. This includes purpose exposition, critical reflections, leadership skills, and
internalization processes (Baker, 2010; Stolovitch, 2000; Thiagaranjan, 1999).In other words,
there must be a system in place for teacher capacity and performance enhancement that is
based on conscientiousness(Thiagaranjan, 1999), HPT instructions on mentoring(Murray,
1999), structured on-the-job training (Jacobs, 1999), and technologies of feedback and
coaching (Baker, 2010)to enhance the “calling” (Palmer, 2000).

Methods
The study design is correlational to gain an insight into the existing relationship between two
variables (i.e., PDL and CLA) and to relate them to HPT practice for teacher development.
This design was appropriate because of the already existed variables (Fraenkel & Wallen,
2006). The study participants (N= 207) were conveniently sampled from the University of
Education, Winneba (UEW) – i.e., a public institutions statutorily mandated to lead in teacher
education in Ghana. The timing was during the sandwich semester (summer vacation). The
participants are graduate students who are mostly professional teachers from different
backgrounds (as showed in Table 1).

Table 1: Demographic Information of Respondents (N=207)

Gender f %
Male 121 58.5
Female 86 41.5
Years of Service
Less than 3 17 8.7
4 – 9 years 95 45.9
10 – 15 years 64 30.9
15+ years 30 14.5
Area of Work
Primary education 99 47.8
Secondary education 52 25.1
Tertiary education 17 8.2
Education office (Administrator) 33 15.9
Other area aside education 6 2.8
Source: Field data (2014).
Table 1 shows majority (58.5%) of the respondents are male, aged <40 (54.4%), and have
over 10 years cumulative working experiences (74.9%) in GES. Most of the respondents

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Vol. 2, N0.5. May 2015. Pp 165-174

(47.8%) were classroom teachers at the basic level. The data shows the prospects in GES and
teacher retention and diversity among the sample.

Data Collection and Analysis

A survey questionnaire was developed with four sections: (i) Biographic section, (ii) PDL
section, (iii) CLA section, and (iv) HPT section. PDL section had 10 items adopted from
Meaning in life (Steger et al., 2006). These items have been construct and content validated
and reliability with high convergent correlations (between .61 and .74), and a test and retest
(between .58 and .74).CLA section also had10 items developed by the researcher based on
reviews. The CL items were content validated with peers and experts. Both PDL and CLA
items were based on a Likert Scale of 1 to 7 (where 1= absolutely untrue, and 7 = absolutely
true).Next, HPT section had only two items to access HPT levels of needs and interests of
participants(i.e., on a scale of 1 to 7, where 1 is least and 7 is high). Respondents were asked
for instance: (i) please indicate your level of interest in contents related to purpose-driven life
(spirituality) and curriculum leadership. Second question was on whether there is the need
for such exposure in GES. During the data collection, participants consented by voluntary
submissions. On the average respondents took about 12 minutes to answer the entire survey
questionnaire. Data were analyzed using SPSS version 20.0 for descriptive statistics, bivariate
correlation (Pearson coefficients r), and independent t-tests for statistical significance among
groups. But for simplicity and statistical soundness, the categorical data were collapsed
(Mertler & Vannatta, 2005).

Results
With respect to the first research question: What is the relationship between Purpose-driven
Life and Curriculum Leadership, Table 2 indicates no statistical significant but a positive
relation(r = .27). There was a negative correlation between that of two sub-sections of PDL-P
and PDL-S (r= - .08), which confirms literature that where there is a Presence of Meaning in
Life(PDL) there is no need for a Search of Meaning in Life (PDL)as in spirituality (Steger et
al., 2006). Table 2 indicates similarities in the Means scores for PDL (M = 56.40, sd = 7.37)
and CLA (M=55.21, sd = 6.70).

Table 2: Correlation between Study Variables (N=207)

Mean sd. PDL-P PDL-S PDL CLA
PDL-P (Presence) 29.95 3.84 Pearson r 1.00
PDL-S (Search) 26.43 6.63 Pearson r -.08 1.00
**
PDL (Meaning) 56.40 7.37 Pearson r .45 .86** 1.00
CL (Leadership) 55.21 6.70 Pearson r .24** .16* .27** 1.00
Source: Fieldwork 2014 ** p=0.01 level (2-tailed). * p= 0.05 level (2-tailed).

Even though the Pearson r coefficients does not suggest a strong relationship (r = .27) the
positive direction is notable. There is an abundant literature to indicate that a PDL affects
self-belief, vision and mission, passion and commitment, and motivation and performance
(Halligen & Heck, 2002; Hodge & McGrew, 2006). The researcher was interested in
differences in groups: What are the differences among the demographic groups? According
to Table 3, there were no significant statistical differences among the gender groups in PDL
(t= 1.37, df=207, p=.17) and CLA (t=.23, df=207, p=.82). Also regarding the experienced
and less experienced groups there was no statistical significant difference, i.e., PDL (t= -.40,

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df=106, p=.69) and CLA (t= -.24, df=106, p=.81). Finally, the respondents in primary and
secondary showed no statistical significant differences in PDL (t=1.09, df=149, p=.28) and
CLA (t= 1.51, df=149, p=.13).
This reflects comparatively homogeneity among the teachers from GES of which in a way
should not affect the value for others among the profession. This should not also affect
diversity policy and implementation, for there is always going to be ‘sameness in otherness’
(Edwards, 2015), and GES can be less gender-bias in practice and encourage socio-moral
sensitivity and preferences for others in equality. Though, the groups showed no significant
differences. GES can benefit from the homogeneity to design a customized HPT instructional
nature for teachers. The caution is the seemingly sameness does not mean no diversity; there
is ‘otherness’ among ‘sameness’ due to natural differences.

Table 3: Independent T-tests for Group Differences in Relations to Study Variables

Gender n Mean sd. t df Sig.
PDL Male 121 56.99 7.39 1.37 205 .17
Female 86 55.57 7.31
CLA Male 121 55.12 6.17 -.23 205 .82
Female 86 55.34 7.42

Experience
PDL < 10 years 66 57.08 6.75 -.40 106 .69
>/=10 years 42 57.64 7.85
CLA <10 years 66 56.08 5.59 -.24 106 .81
>/=10 years 42 56.33 5.29

Areas of Work
PDL Secondary 52 56.90 7.11 1.09 149 .28
Primary 99 55.44 8.15
CLA Secondary 52 56.40 5.56 1.51 149 .13
Primary 99 54.95 5.66
Data source: Fieldwork 2014

Finally, with the third research question: how can this relationship help teachers’ HPT
development in GES? Two items on the questionnaire were used to assess the level of needs
and interests that can effect HPT development among the teachers. When respondents were
asked to indicate their levels of interest in contents related to PDL(spirituality) and CLA,
majority (75.6%) indicated a significant interest in PDL contents (M= 6.7, sd=1.6). Similarly,
respondents CLA, majority (67.0%) showed interest (M=6.52, sd=1.89). Most respondents
agree to have GES INSET on PDL (67.0%) and CLA (75.0%). This supports the proposition
for instructional HPT in contents related to both study constructs to bring up GES teacher
human performance. The teachers know their needs and areas of concerned. This is important
in dialogue for HPT development. So GES is to capitalize on the needs of teachers in such
content areas, focus on-the-job training (Jacobs, 1999) and save the bottom line. Once the
needs and interests are there, instructional methods of HPT such as workshops, and non-

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instructional such as mentoring can be applied by getting the experts to offer practical advice
on teachers mentoring, coaching, feedbacks, support systems of instructional nature that can
allow values to be transferable through transformative knowledge and skills (Groen & Jacob,
2006; Stolovitch, 2000).

Conclusion and Recommendations

The literature on purpose-driven life has established the link to all forms of human
development and leadership. The nexus between PDL and CLA is going to help development
of teachers and their performance. HPT is scientifically proven to help facilitate human
improvement and performance enhancement. This study is limited by data on statistical
significance. Yet, the concerns should still hold and efforts are to be raised regarding the
increasing compromise on spirituality development of our next generation.

Five recommendations are made from this study. First, purpose-driven life correlates
positively with curriculum leadership abilities and should be taken seriously to effect passion,
commitment, vision, mission, and morale of teachers in GES. Second, there should be a
national policy review to allow PDL as in spirituality development to be a vital component
within the national education system, teacher education, and human development and social
transformations.
Third, the seemingly homogeneity among teachers should not affect diversity policy and
practice in Ghana. Diversity should be emphasized in GES strategic thinking, ‘sameness in
otherness’in all HPT forms. GES INSET should be customized, person-to-person, and
regionalized for context relevance. Fourth, the application of HPT, instructional and non-
instruction should be highly encouraged in teacher professional development. Finally, Ghana
teacher education institutions should provide leadership in the research into spirituality and
its influence on curricula within the academia. Empirical research should be institutionalized,
funded, and experimented for well-informed policy making on issues related to spirituality
development.
Leadership implication is that research will affect the GES policy on RME (Religious and
Moral Education). GES has to be proactive in meeting the holistic needs of the Ghanaian
society; the ever-growing secularization in schools should be revisited, starting from teacher
development.

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