<![CDATA[This study investigates the impact of reflective practice on the professional practices and reflective thinking levels of science teachers in Senior High Schools and Senior High Technical Schools in Ghana. The research aims to assess how reflective practice influences teachers' engagement with professional standards, such as planning and preparation, instruction, classroom environment, and professional responsibility. A mixed-methods approach was used, combining quantitative data from a structured questionnaire and qualitative analysis of teachers' written reflections. A total of 51 science teachers from three schools participated, representing urban, peri-urban, and rural settings. The results showed that reflective practice had an average impact on planning and preparation, instruction, and classroom environment, but a low impact on professional responsibility. Most teachers engaged in reflective practices at the "Habitual Action" and "Understanding Reflection" levels, with none reaching the "Critical Reflection" stage. The study highlights the need for further support in developing deeper reflective practices, particularly critical reflection, to improve teaching effectiveness and foster professional growth. The findings suggest that schools should integrate structured reflection opportunities into teacher evaluations and offer professional development focused on fostering transformative reflective practices for sustained improvement in teaching and learning outcomes.]]>
