Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population was 225 teachers. However, sample size was 142 teachers which was sampled through proportionate stratified sampling procedure. The study employed a descriptive survey design, and questionnaire with a reliability coefficient of .990 was used to collect data for the study. Means, and standard deviations were used in the analysis of the data. The findings of the study revealed that most teachers in the Shama district believe that teachers’ academic and professional qualifications positively influence the teaching of Social Studies in junior high schools. The study also found out that most teachers in the Shama district believe that teachers’ knowledge of the subject matter positively impacts the teaching of Social Studies at the junior high school level. Based on these findings, the researchers recommended that teachers with academic and professional qualifications in Social Studies such as B. Ed. Social Studies, M. Ed. Social Studies or M. Phil Social Studies, have deep knowledge of the subject, teaching experience, and skill to deploy diverse teaching techniques and strategies should be allowed to teach Social Studies at the various junior high school levels.
| Published in | International Journal of Elementary Education (Volume 11, Issue 1) |
| DOI | 10.11648/j.ijeedu.20221101.12 |
| Page(s) | 11-17 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Teacher Quality, Effective Teaching, Basic School, Lesson Objectives
| [1] | Adeyemi, M. B. & Adeyinka, A. A. (2003). The principles and content of African traditional education. Educational Philosophy and Theory, 35, 425-440. Retrieved on 20/09/2020 from https://doi.org/10.1111/1469-5812.00039 |
| [2] | Adjei, D. (2016). Teacher quality and the effective teaching of Social Studies in Kumasi metropolis. Unpublished Master of philosophy’s thesis, University of education, Winneba. |
| [3] | Akhtar, S. (2008). The implementation of education for citizenship in Scotland: Recommendation of approaches for effective practice. Retrieved on 20/09/2020 from http://www.sagepub.com/content/11/1/33 |
| [4] | Ayaaba, D. A., Eshun, I. & Bordoh, A. (2014). Achieving the citizenship education goal of the Social Studies curriculum in Ghanaian senior high schools: challenges and the way forward. Open Science Journal of Education, 2, 61-65. |
| [5] | Babalola, J. B. (2003). Budget preparation and expenditure control in education. In Babalola J. B. (ed) Basic Text in Educational Planning. Ibadan: Awemark Industrial Printers. |
| [6] | Blazar, D. & Kraft, M. A. (2017). Teacher and teaching effects on students’ attitudes and behaviors. Educational Evaluation Policy Analysis, 39 (1), 146–170. doi: 10.3102/0162373716670260. |
| [7] | Blazar, D. (2016). Teacher and teaching effects on students' academic performance, attitudes, and behaviors. Doctoral dissertation, Harvard Graduate School of Education. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692 |
| [8] | Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London, UK: Routledge. |
| [9] | Cotnoir, C., Paton, S., Peters, L., Pretorius, C, & Smale, L. (2014). The lasting impact of influential teachers. Dissertation. |
| [10] | Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8 (1), 1-44. |
| [11] | Earl, L. M. & Timperley, H. (2008). Professional learning conversations: challenges in using evidence for improvement. Springer Science Business Media B. V. |
| [12] | Eshun, I., & Mensah, M. F. (2013b). Domain of educational objectives Social Studies teachers’ questions emphasise in Senior High Schools in Ghana. Journal of Education and Practice, 4 (4), 185-196. |
| [13] | Fitchett, P. G. & Heafner, T. L. (2018). Teacher quality or quality teaching? eighth-grade Social Studies teachers’ professional characteristics and classroom instruction as predictors of US. history achievement. Online, 41 (9), 1-17, DOI: 10.1080/19404476.2018.1514826. Retrieved from https://doi.org/10.1080/19404476.2018.1514826 |
| [14] | Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. |
| [15] | Kanda, W. & Kankam, B. (2015). Educational background of Social Studies teachers and its effects on pupils’ academic performance in public junior high schools in my mfantseman municipality. Research Journal of Education, 1 (5), 79-86. Retrieved from http://arpgweb.com/?ic=journal&journal=15&info=aims |
| [16] | Kankam, B. (2004). Tutors’ perception on the social studies subject in teacher training colleges in Ghana. Journal of Education and Teaching, 1 (3), 73-83. |
| [17] | Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30 (3), 607-610. Retrieved on 24/01/2020 from http://research-advisors.com, 2006. |
| [18] | Lawal, M. B. (2002). Citizenship education: A general studies text for tertiary institutions. Lagos: Leo Prints. |
| [19] | Leedy, P. D., & Ormord, J. E. (2005). Practical research: Planning and design (8th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. |
| [20] | Levin, K. M., Wasanga, P., Wanderi, E. & Somerset, A. (2011). Participation and performance in education in sub- Saharan Africa with special reference to Kenya: Improving policy and practice. Create pathways to access. Research Monograph No. 74: University of Sussex. |
| [21] | Ncube, N. J. (2004). Managing the quality of education in Zimbabwe: the internal efficiency of rural day secondary schools. Unpublished Doctor of Education Thesis in Education Management, University of South Africa. |
| [22] | Olaniyan, D. A. & Okemakinde, T. (2008). Human capital theory: Implications for educational development. Pakistan Journal of Social Sciences, 5, 479-483. Retrieved on 20/09/2020 from www.docsdrive.com. |
| [23] | Osuala, E. C. (2001). Introduction to research methodology. Onitsha: African Publishers Ltd. |
| [24] | Zainul-Deen, B. D. (2011). An assessment of Ghana’s policy on quality education in the public Senior High Schools: A case study of Ahafo Ano North and South Districts (Doctoral dissertation, School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi), Ghana. |
APA Style
Georgina Asibey, David Arhin. (2022). Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana. International Journal of Elementary Education, 11(1), 11-17. https://doi.org/10.11648/j.ijeedu.20221101.12
ACS Style
Georgina Asibey; David Arhin. Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana. Int. J. Elem. Educ. 2022, 11(1), 11-17. doi: 10.11648/j.ijeedu.20221101.12
AMA Style
Georgina Asibey, David Arhin. Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana. Int J Elem Educ. 2022;11(1):11-17. doi: 10.11648/j.ijeedu.20221101.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijeedu.20221101.12,
author = {Georgina Asibey and David Arhin},
title = {Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana},
journal = {International Journal of Elementary Education},
volume = {11},
number = {1},
pages = {11-17},
doi = {10.11648/j.ijeedu.20221101.12},
url = {https://doi.org/10.11648/j.ijeedu.20221101.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221101.12},
abstract = {Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population was 225 teachers. However, sample size was 142 teachers which was sampled through proportionate stratified sampling procedure. The study employed a descriptive survey design, and questionnaire with a reliability coefficient of .990 was used to collect data for the study. Means, and standard deviations were used in the analysis of the data. The findings of the study revealed that most teachers in the Shama district believe that teachers’ academic and professional qualifications positively influence the teaching of Social Studies in junior high schools. The study also found out that most teachers in the Shama district believe that teachers’ knowledge of the subject matter positively impacts the teaching of Social Studies at the junior high school level. Based on these findings, the researchers recommended that teachers with academic and professional qualifications in Social Studies such as B. Ed. Social Studies, M. Ed. Social Studies or M. Phil Social Studies, have deep knowledge of the subject, teaching experience, and skill to deploy diverse teaching techniques and strategies should be allowed to teach Social Studies at the various junior high school levels.},
year = {2022}
}
TY - JOUR T1 - Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana AU - Georgina Asibey AU - David Arhin Y1 - 2022/03/29 PY - 2022 N1 - https://doi.org/10.11648/j.ijeedu.20221101.12 DO - 10.11648/j.ijeedu.20221101.12 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 11 EP - 17 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20221101.12 AB - Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population was 225 teachers. However, sample size was 142 teachers which was sampled through proportionate stratified sampling procedure. The study employed a descriptive survey design, and questionnaire with a reliability coefficient of .990 was used to collect data for the study. Means, and standard deviations were used in the analysis of the data. The findings of the study revealed that most teachers in the Shama district believe that teachers’ academic and professional qualifications positively influence the teaching of Social Studies in junior high schools. The study also found out that most teachers in the Shama district believe that teachers’ knowledge of the subject matter positively impacts the teaching of Social Studies at the junior high school level. Based on these findings, the researchers recommended that teachers with academic and professional qualifications in Social Studies such as B. Ed. Social Studies, M. Ed. Social Studies or M. Phil Social Studies, have deep knowledge of the subject, teaching experience, and skill to deploy diverse teaching techniques and strategies should be allowed to teach Social Studies at the various junior high school levels. VL - 11 IS - 1 ER -
Information
Email: