© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/). Journal of Education and Learning Technology (JELT) ISSN 2720-7730 | Volume 4 Issue 4 – August 2023 pp 82-90 Available online at: https://noyam.org/journals/jelt/ DOI : https://doi.org/10.38159/jelt.2023441 Teacher Professional Learning in Religious and Moral Education: Conditions Affecting its Effectiveness at St. Ambrose College of Education in Ghana Charles Kofi Twene 1 , Konadu Adam 2 and Dorcas Amedorme 1 1 St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana. 2 Department of Religious Studies, Kwame Nkrumah University of Science and Technology – Kumasi, Ghana; St. Ambrose College of Education, Dormaa-Akwamu, Bono Region, Ghana. INTRODUCTION In today’s rapid-paced changing times, educators everywhere keep looking earnestly for effective teaching approaches for producing learners endowed with 21 st century competencies. This is believed to be the solution for addressing the numerous social, political and religious challenges facing humankind and societies in modern times. 1 Teachers’ professional knowledge and expertise will 1 Y. Cho, “Innovations in Training New Teachers: The Development of Korean Education through a New System for Colleges of Education,” South Korean Submission to the Alliance, College of Education, Seoul National University, 2008. 1 ABSTRACT Like specialized teachers in any field of education, teachers of Religious and Moral Education (RME) require exclusive quality skills, expertise and strategies to provide effective delivery of lessons in the field. At St. Ambrose College of Education in the Dormaa East District in the Bono Region of Ghana, Teacher Professional Learning (TPL) is given greater attention. Nonetheless, TPL has been insufficient for improving teaching and learning in RME as expected. The study attempted to investigate the insufficiency of the TPL model for instructional delivery in RME and seeks to offer suitable suggestions and recommendations. Data for the study was collected from the four (4) RME teachers in the college using interviews and the researchers' observations. The results indicated that some conditions in St. Ambrose College of Education are responsible for the insufficient TPL outcomes in RME. These include a lack of innovative teaching approaches exclusive to the field, the college leadership’s belief in the use of a confessional approach in teaching RME, the inadequacy of instructional time in the field, and the communication gap between teachers. To address these, it was suggested that enactment strategies used by RME teachers should be content-focused, based on active learning, collaboration, modeling, and coaching by experts. The study adds to the literature on the course structure in the course structure of Ghanaian Educational system. Keywords: Teacher Professional Learning, Religious and Moral Education, Effective Teaching, Education, Teaching, Learning Correspondence Konadu Adam Email: fadayambo@gmail.com Publication History Received 21 st April, 2023 Accepted 2 nd August, 2023 Published online 22 nd August,2023.