Content Knowledge Of Social Studies Teachers In Senior High Schools In The Sekondi-Takoradi Metropolis In The Western Region Of Ghana


The main objective of the study was to investigate SHS Social Studies teachers’ understanding of the content of what they teach to be able to achieve the objectives of the subject. To achieve this objective, interview guide, observation checklist and questionnaire were used to elicit the views of respondents. In all, 54 Social Studies teachers were involved in the study. The simple random, cluster and convenient sampling techniques were used to select the respondents for the study. Frequency counts and percentages were used as statistical tools for analysing the questionnaire data collected, and the data from the interview guide was transcribed, categorized, analysed and discussed on themes and subthemes that emerged. The findings revealed that majority of the teachers lack content knowledge of Social Studies and they were not teaching to develop attitude, skills, values and knowledge. Teachers were teaching the subject in as amalgamation of social sciences and are thus not making students to be reflective, concerned and participatory citizens. Based upon the findings, it was recommended largely that there should be more courses on Social Studies content mounted and studied in all teacher training institutions in the country to help teachers develop the needed content knowledge about the subject to enhance effective teaching

Keywords: Content, Content Knowledge, Content Knowledge Of Social Studies Teacher, Knowledge Of Social Studies

Unique Article ID: BJE-129

Article Review Status: Review Completed - Accepted (Pay Publication Fee)

If your article’s review has been completed, please ensure you check your email for feedback.

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

  • Our Journal Publishing Partners