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Teachers, like any other professional staff need continuous professional development programmes to get abreast with the changing needs of the profession. This can be achieved through in-service education and training (INSET). It is obvious that lack of access to in-service training cripples the development of the staff as well as the academic performance of students. The issue at stake was that in-service training programmes were not adequately organized on regular basis for teachers of Chiana in the Kassena Nankana West District (KNWD). The research study employed a descriptive approach design. In all fifty-one (51) teachers from schools in the school district and four education officers of the Ghana education Service and the Ministry of Education took part in the study. Research instruments include questionnaires, interviews and training documents or records were used to obtain data for the study. Frequencies and percentage distribution tables were used in analyzing the data from the questionnaires while the interviews were also transcribed to obtain themes. The study revealed that teachers were not naïve to INSETs as well as their relevance. The teachers in Chiana admitted that when they attend INSETs, knowledge and skills were acquired for professional development and competency. Based on the findings of the study it was recommended that regular INSETs should be organized for teachers in order to update their knowledge and skills for efficient delivery on their jobs. This study will be beneficial to teachers, students and policy makers in education.

Assessing the Impact of In-service Training Programmes on Basic School Teachers of China in the Kassena Nankana West District of Ghana