Introduction This chapter presents the background of the study, the problem statement, the purpose of the research and the objectives of the study. Also shown are the research questions that the study seeks to answer and the hypotheses to satisfy, the significance of the study, and the delimitations of the study. Finally, the chapter presents the definitions of key terms used in this study and the whole organization of the study. Background to the Study Education remains the largest instrument for any country's academic advancement, social mobilization, political survival and successful national development; it is the largest enterprise/industry in Ghana. The government continues to ensure that funds, school facilities, educational materials, teaching staff and a beneficial learning atmosphere are made available for this purpose (Ampofo 2019). Training is not only a civil right but also a transformative force for the social advancement of individuals. In recognition of this, there was a collective global commitment among states not only to provide people with education but also quality education (Esiadonkoh, 2019). In both developed and emerging countries, policymakers have moved their focus from issues of development to questions of consistency of education. Omondi (2019, pp. 55-62) noted that quality assurance and standards are concerned with quality development. Quality development deals with the development of teaching and learning materials, provision of advisory services and provision of opportunities for staff development. That is why schooling is no longer limited to addressing human needs and the needs of the present but aims to discuss and focus on the growth of human skills and capabilities and the needs of the future (Chepkuto, 2018). Mburu (2018, pp. 130-145), states that “some of the measures of quality education are the maintenance variables such as curriculum, learning materials, facilities, school administration, teacher preparation and services.” A mechanism for continuous evaluation of the institutions' activities, particularly in the instructional cycle, must be placed in a place for educational institutions to achieve their goals. The birth of a digital knowledge-based community brought major changes in everything. The role of teachers in learning in the digital age requires the expertise of teachers to implement appropriate solutions to various problems and adapt to changing environments. This change requires a new orientation in education that emphasizes creativity,initiative,innovation, communication and cooperation. In the digital age, teachers are needed to be able to keep up with the times, can play various roles as change bearers, learning consultants; who have a high sense of humanity and morals, and social sensitivity, and are rational and honestminded, so that they are able to work well in a dynamic educational environment (Fitria & Suminah 2020). This calls for teachers to ensure they undertook continuously and sustained professional development to help improve educational standards.