Challenges Faced By Mathematics Education Student-Teachers during Macro-Teaching Practice (Published)
It sounds contradictory when students who are being trained to teach go to the field and end up performing quite below standard despite all efforts put in place by the university to produce effective and productive teachers. The issue been raised is, what then becomes the fate of the students they are teaching in terms of performance? It is in this view that the current research was conducted to examine the challenges faced by mathematics education students during macro-teaching. To achieve the objective of the study, a descriptive survey design was employed for the study. A sample size of 35 final year students offering Bachelor of Education (Mathematics) programme were selected using the simple random sampling technique. Questionnaires were used as the main instruments for data collection during the research process. Results from the study indicated that student-teachers encounter environmental, instructional and supervisory challenges. Environment challenges faced by these students include inadequate teaching and learning mathematics and difficulty in transport to the schools. Other challenges encountered, conclusions, recommendations as well as the implications of the findings are discussed in the work.
Bridging the Gap Between Theory and Practice; Teachers’ Utilization of Instructional Resources in Teaching Social Studies in Basic Schools in West Mamprusi District in Northern Region, Ghana (Published)
This research work examines the extent of teachers’ utilization of instructional resources in teaching Social Studies in Basic Schools. The study also examines the various instructional resources that can be utilized by Social Studies teachers’ for teaching purposes within West Mamprusi District in Northern Region, Ghana. The researcher used qualitative method for data collection and analyzing. The researcher elicited information from respondents using structured interviews. The research focused on Basic Schools within West Mamprusi District. Two research questions were formulated for the research. The descriptive research design was used for the study. The targeted population consisted of head teachers, teachers and pupils in basic schools within West Mamprusi District. Ten (10) Basic Schools were randomly selected for the study. Twenty (20) Social Studies teachers and twenty (20) pupils, two (2) each were selected from the ten (10) schools using purposive sampling. All head teachers from the ten (10) basic schools were also interviewed. The study found out that teachers do not use instructional resources in the teaching of social studies from the interviews conducted. The causal factors for not using instructional resources in teaching from the interviews include; waste of time in preparing and organizing instructional resources to teach a particular topic, difficulty to obtain and expensive to buy by either the teacher or school, financial constraints, teachers lack of identification of materials and human resources, lack of knowledge by the teacher of what type of raw materials and resource persons to rely on for use in order to enhance the learning capacities of his/her students, and teachers basing their lack of instructional resource use to their many years of experience in teaching the subject. Based on the findings, recommendations were made that Social Studies teachers need to be given orientation on the need to always teach the subject using instructional resources through in-service training, workshops, and seminars, Ghana Education Service and Parent Teacher Association (PTA) should support schools in terms of procuring the needed instructional resources to enhance the teaching of Social Studies, Teachers should also be initiative and creative enough to improvise their own instructional resources within the environment to promote effective teaching and learning to enhance students understanding, and internalization and application of lesson content, The government must take the lead in terms of financial and production of these resources for all schools, The education resource centers of the country should also be commissioned to identify, relocate, collect, store and distribute instructional materials and ideas to institutions of learning ,Such resource centers should have a common directorate and research unit, which will help coordinate its activities and seek ways of improving its services.
Analysis of Data With Statistical Evidence of Educational Technology Standards Implementation in Basic Schools in Ghana (Published)
At a time of educational expansion, improving the quality of education and training is a critical issue and ICT is known in enhancing the quality of education in several ways by increasing learner motivation and engagement, by facilitating the acquisition of basic skills, as well as a transformational tool which, when used appropriately, can promote the shift to a learner-centered environment. The research aimed in bringing out how technology is to be incorporated into education as a means of Transforming Learning Environments for a better achievement of educational standards Analysis of data gathered gave a statistical evidence of Educational Technology implementation in basic schools in Ghana by teachers and the aspiration to promote an environment of professional learning using ICT by Administrators.
FEMALE LEADERSHIP DISCOURSES: THE DYNAMICS OF TEACHER PERFORMANCE IN BASIC SCHOOLS IN THE UPPER DENKYIRA EAST MUNICIPALITY OF GHANA (Published)
The study sought to explore the leadership styles that female head teachers employ in managing their schools and their teachers job performance in Upper Denkyira East municipality of Ghana. The researchers explored the leadership styles of head teachers to establish if it is helping teachers to perform their teaching and learning jobs well. An exploratory mixed method design was used in the study where a total sample of nineteen head teachers and one hundred and five teachers’ were selected. Nineteen female head teachers and one hundred and five teachers were given questionnaires to respond to, ten out of the one hundred and five teachers were picked for observation on teachers’ job performance. Later five head teachers were interviewed. The primary data was collected using structured questionnaires and semi-structured interview guides for teachers and that of heads. The entire questionnaire used in the study had the reliability of 0.81 of interview data helped in establishing the leadership styles and challenges female head teachers experience in their line of duty. Besides independent sample t-test, Chi-square, correlation and One – Way ANOVA were used to test formulated hypotheses on female head teachers’ leadership styles and teachers’ job performance. The research revealed that the female head teachers perceived that they are employing the situational and democratic leadership styles. Besides, family issues were the major barrier women in leadership face. In addition, teachers who worked under female head teachers who employed situational type of leadership style had the highest level of job performance. Based on these findings, it was recommended that female heads should do away with top down decision-making processes, share responsibility and power for leadership widely throughout the school and take the staff opinions into account
EFFECTS OF EDUCATIONAL SUPERVISION ON PROFESSIONAL DEVELOPMENT: PERCEPTION OF PUBLIC BASIC SCHOOL TEACHERS AT WINNEBA, GHANA (Published)
Educational supervision is very vital in the professional development of teachers. The study therefore aims at investigating the perception of public basic school teachers at Winneba, Ghana, on educational supervision in relation to their professional development. In all, 106 teachers of the public basic schools in Winneba who had spent at least a year at their respective schools were randomly selected and used for the study. The questionnaire was used to collect the data. One key finding from the study is that generally, majority of the teachers perceived educational supervision as having a positive impact on their professional development in terms of developing experience; curriculum, teaching methods and materials; classroom management; characteristics of pupils; and assessment. They also perceive educational supervision as helping to identify the needs of teachers and accordingly, plans professional development activities. Another finding is that educational supervisors highlight the strengths of teachers’ performance and encourage them to reflect on their challenges through which solutions are found to overcome them. More so, there is no significant difference in the views of male and female teachers of public basic schools at Winneba, in terms of developing their experiences, classroom management, characteristics of the pupils they teach, and assessment techniques. However, there is a significant difference in their responses in terms of curriculum, teaching methods and materials. The study, therefore, recommends that frequent and effective professional development activities should be organized by educational supervisors to enable teachers identify and develop their strengths, and address their weaknesses. Also, educational supervisors should not be interested in finding faults of teachers but more importantly, dialogue with teachers to identify their strengths and weaknesses in order to improve on their professional knowledge, skills and experiences.