ghanaopendata/ghanaian-research-english huggingface dataset:
Teacher competency in phonemic awareness instruction for development of reading skills among early grade pupils in Effutu municipality

This study aimed to examine teacher competency in teaching phonemic awareness in the development of early reading skills among early grade pupils in the Effutu Municipality. The study employed a quantitative research approach to: (1) investigate the phonemic awareness competency level of early grade teachers, (2) find out how early grade teachers perceive their competency in teaching phonemic awareness, (3) examine the relationship between early grade teachers‘ perceived and actual competency levels in phonemic awareness instruction, and (4) examine early grade teachers‘ perception of implicit and explicit instructional strategies in teaching phonemic awareness to early grade pupils. The study used a cross sectional survey which targeted all the 134 teachers who taught at kindergarten to primary two in the 27 public primary schools within the Effutu Municipality. Out of this, 116 teachers responded to the questionnaires. The study found that, although the respondents had a significantly high perception of their competency, they generally had limited competency in phonemic awareness instruction. Moreover, the respondents who were more competent were better able to predict their competency level than their less competent counterparts although they all generally overestimated their competency levels. The respondents were also generally in strong agreement with the use of explicit instructional strategies but they also supported the use of implicit instructional strategies. Based on the findings of the study, the researcher recommended that the National Council for Tertiary Education should ensure that teacher preparation programmes of Colleges of Education and universities were designed to equip teachers with the fundamental knowledge and skills necessary for providing early systematic reading instruction. This study should also be extended to other municipalities in the country to facilitate a broader understanding of early grade teachers‘ competency in phonemic awareness instruction.

Source: UEW
Teacher knowledge about assessment practices for diagnosing kindergarteners’ cognitive needs in kindergarten centres within Kumasi Metropolis

The study examined teachers’ knowledge about assessment practices for diagnosing cognitive needs of kindergarteners within Kumasi Metropolis. The study employed a sequential explanatory mixed methods design. A total of 132 kindergarten teachers were selected for the quantitative phase of the study using the Krejcie and Morgan sampling formula. Whiles 10 teachers were sampled using the opportunity sampling technique for the interview session. The quantitative data was collected using questionnaire and semi-structured interview guide was used for the collection of the qualitative data. Frequencies, percentage, mean and standard deviation were used in analysing the quantitative data with the aid of SPSS whilst the qualitative data was analysed thematically. The study found that majority of the kindergarten teachers in the Kumasi metropolis have an appreciable knowledge on assessment practices in diagnosing the cognitive needs of kindergarteners. However, they only adopt the observational checklist and rating scale for diagnostic practices. The challenges kindergarten teachers within the metropolis face when diagnosing the cognitive needs of kindergarteners using assessment practices included inadequate time for teaching and learning, lack of qualified personnel, inadequate equipment and materials, large class size, less teacher motivation, and misconception on the part of some teachers and parents. The study thus recommended to the metropolis education directorate and the Ghana Education Service to put in efforts to motivate kindergarten teachers to hold unto their positive knowledge and understanding of assessment practices for diagnosing cognitive needs of kindergarteners and its importance to the teacher and the learner. Again, the study recommended that the Ghana Education Service and kindergarten school principals should plan in-service professional programmes and activities for kindergarten teachers to keep up with the forms of diagnostic assessment, notably the diagnostic evaluation. Lastly, it was recommended to the Kumasi metropolis education directorate, the Ghana Education Service and other stakeholders to provide kindergarten schools with the needed teaching and learning materials to assist teachers in their duties.

Source: UEW
Teacher leadership role in promoting discipline in junior high schools in Asokwa Sub-Metropolis

This study sought to find out the effect of teachers’ supervisory role on students’ discipline in Junior High Schools in Asokwa sub-metropolis. The study was guided by the following objectives: (1) How teachers’ behaviour affect students’ in Junior High Schools in Asokwa sub-metropolis, (2) To find out the effect of teachers’ supervisory role on students’ discipline in Junior High Schools in Asokwa sub-metropolis, and (3) To find out the effect of teachers’ planning roles on the discipline of students. Research design for the study was the descriptive survey. The study also made use of crosssectional design using both quantitative and qualitative approach. In all, 150 respondents participated in the study. The main instrument for data collection was the questionnaire. From the study it was established that, the students who were the major beneficiaries of teacher behaviour were in agreement with their teachers that teachers are students’ role models. In line with the study, it supported the theory that students learn through observing and imitating their teachers. Again, teachers’ supervision assists headmasters to make enhanced, quicker, genuine and acceptable decisions. Moreover, guiding students to conform to the schools established rules and regulations helps to promote and protect the school norms and culture through acceptable students’ discipline. Moreover, the effects of teachers planning role is such that, maintaining and organizing positive teaching and learning activities by teachers leads to the success of students. Based on this assertion, it was further concluded that, class organization has massive impact on teaching and learning processes and can cause disorder amongst students. However, it was recommended that, teacher behaviour should be monitored and checked by headmasters of Junior High Schools since the students who were the major beneficiaries of teacher behaviour were in agreement with their teachers that, teachers are role models to students and that students learn and copy from teachers.

Source: UEW
Teacher motivation and its effects on students’ academic performance: A case study of public senior high schools in Offinso Municipal

One of the important factors in realizing educational objectives at the senior high school level is the role of the teachers. Motivation within the educational set up. The poor academic performance of students towards educational aims and objectives could be associated to the low motivation of teachers most especially at the senior high schools. The purpose of this study is to investigate the level of teacher motivation and its effects on students’ academic performance. The study population comprised teachers in three (3) public senior high schools in the Offinso municipal. The study employed quantitative methodology which made use of questionnaire to collect field data. A total sample size of 100 teachers made of 73 males and 27 females selected through simple random sampling participated in the study. The study results revealed that majority of teachers found themselves in the teaching field because of the interest they had in teaching. They were however not satisfied with their current salaries especially when compared with their colleagues with the same qualification in other organizations. Improvement in salaries and allowances was found to be the best incentives to be committed to their work. The study recommends that government in collaboration with Ghana Education service (GES) should make salaries, incentives, job security, and working conditions of teachers’ policy priorities.

Source: UEW
Teacher motivation and job satisfaction as a correlate of students’ academic achievement.

Many studies of job satisfaction and motivation have been conducted in developed countries, but few in developing ones, including Ghana, in particular in the field of education. The present study investigates teacher motivation and job satisfaction as correlate of students’ performance in the Nsawam-Adoagyiri Municipality. The research sought to explore the correlation between teacher motivation, job satisfaction and student performance in Senior High Schools. Adopting a positivist perspective, a descriptive survey was employed to obtain data from a sample size of 112 participants, who were selected using systematic sampling technique. Descriptive statistical analysis was applied to the socio-demographic traits of the participants on the research question one, whilst regression analysis was used to investigate research questions two and three. Hypothesis one was tested through a Pearson correlation matrix. The present research findings imply that Nsawam Senior High School and St. Martin’s Senior High School should consider the relationship between teacher motivation and job satisfaction when evaluating student academic achievement. Consequently, it is recommended that the school's administration prioritize the provision of resources and support to foster teachers' motivation and satisfaction with their work. This should include competitive salaries and benefits, a secure and comfortable working environment, acknowledgment and appreciation of their efforts, current teaching materials, modern technology and tools, and access to professional development programs. Additionally, the school should promote dialogue and communication between teachers and students, to better accommodate the latter's needs and facilitate successful teaching. Correlational analysis provides evidence that teachers' motivation and job satisfaction are positively related and that job satisfaction may have a modest effect on students' performance. This analysis hence suggests that while teacher motivation is important, it is only one of the many factors that can affect students’ performance.

Source: UEW
Teacher motivation factors and their effect on the job performance of basic school mathematics teachers in the Awutu Senya West district of the central region of Ghana

The purpose of the study was to explore factors determining lower primary mathematics teachers’ motivation and its effect on their job performance in the central region. The research was conducted in the Awutu Senya West District in the Central Region of Ghana. The theoretical framework which underpinned the study was Herzberg’s Two-Factor theory. The research design employed in the study was mixed method. All lower primary school mathematics teachers and headteachers constituted the population of the study. The quota sampling technique was used to select One hundred and sixty-eight (168) lower primary mathematics teachers and seven (7) headteachers from the seven circuits in the District. The study adapted the Minnesota Satisfaction Questionnaire (MSQ) to collect quantitative data on factors contributing to the respondents’ motivational state. Self-developed interview guide and documentary analysis were also used to collect qualitative data. Frequencies, percentages, mean and standard deviation scores were the descriptive statistics employed to analyse aspects of the quantitative data gathered from the respondents. Pearson’s Moment-Product Correlation and Independent-sampled t-test were also used to inferentially analyse the rest of the quantitative data. The qualitative data on the other hand was analysed using thematic analysis. The results show that teachers were motivated intrinsically. A significant and non-significant positive relationship between factors motivating lower primary school mathematics teachers and their job performance were established. This implies that increase in factors motivating teachers is likely to lead to increase their performance at work. Therefore, the study recommends that lower primary Mathematics teachers should be adequately motivated by providing them with attractive incentive packages from the Ghana Education Service and other stockholders through their headteachers to them.

Source: UEW
Teacher motivation in public junior high schools at Afigya Kwabre North District

The purpose of the study was to investigate teacher motivation and its influence on teacher’s performance and retention in Junior High Schools at Boaman Circuit of the Afigya Kwabre North District. The objectives of the study were to: find out the kind of motivation available for teachers in Junior High Schools at Boaman Circuit of the Afigya Kwabre North District, ascertain the level of teacher retention, influence of motivational packages on teachers retention in Junior High Schools and identify strategies that promote teacher retention. A descriptive survey design was used for the study. The population for the study was 128 teachers from 10 Junior High Schools. Simple random sampling technique was used to select 64 teachers. A sample of 64 teachers was used for the study. Structured questionnaire was used as data collection instrument for the study. The reliability test yielded Cronbach Alpha of 0.79. Descriptive statistics such as frequencies and percentages were used to analyse the data. The study revealed that the motivational package available to teachers was the participatory decision making. The study also revealed that strategies that could be used to promote teacher retention were regular training, education and development, conducive and congenial working environment, and participatory decision making. The study recommended that the District Director of Education should ensure that the best motivational packages are implemented to enable teachers perform better for the success of education. Also, the Afigya Kwabre North District Director of Education should reinforce the use of participatory decision making to sustain teachers’ interest to perform and remain in the teaching service.

Source: UEW
Teacher motivation on education delivery, a comparison of community and urban senior high schools in Sunyani municipality in the Bono Region of Ghana

The purpose of this study is to find out the influence of teacher motivation on education delivery, a comparison of community and urban senior high schools in Sunyani Municipality of the Bono Region – Ghana. The objectives of the study were to find out existing tools for motivation of teachers in community and urban schools; find out the factors that motivate teachers in community and urban schools find out measures to improve teachers’ commitment in community and urban schools. The researcher used descriptive survey design for the study. The target population of the study was all the headmasters and assistant headmasters and teachers of the five public senior high schools in the Sunyani Municipality. Purposive sampling was used to select all the 15 headmasters and assistant headmasters. Simple random sampling was used to select 135 teachers. This gave a total of 150 respondents. The researcher used closed ended questionnaire to collect data for the study. The study revealed that good working environment, teachers’ feel of respect for their profession, increase in salary, payment of salary arrears, free meals, PTA motivational allowance, criteria for awards during speech and prize giving days and car maintenance allowance were the existing tools for motivation of teachers in community and urban schools. The study revealed, among other things, that promotion was the factor that motivates teachers at community and urban schools, that improving the conditions of teaching in rural areas and further training and promotion were seen as the measure to improve teachers’ commitment in community and urban schools. It is recommended that Ministry of Education Directorate and school administrators improve working conditions in schools, and ensure that school environment is conducive for teachers to ensure their motivation and job performance through the provision of quality teaching and learning resources.

Source: UEW
Teacher perception of the use of performance appraisal for productivity at Jacobu cluster of Basic Schools

Performance appraisal system has been one of the important tools used in human resource management in organizations to evaluate performance of the individual employees and the organization as a whole. A major concern of every organization has been to contribute positively towards the achievement of the set goals. The focus of the study was to evaluate teacher perceptions for productivity of the use of performance appraisal at Jacobu cluster of basic schools. People from different institutions have different perceptions towards issues that consequently influence their judgment and attitude. Descriptive survey design was used for the study. The research was based on structured questionnaires distributed to the sample of 60 respondents were selected with the use of census sampling technique. The data was then analyzed with the use of Statistical Package for the Social Sciences (SPSS) software. The data analyzed indicated that the teachers clearly understood the criteria used for appraisal assessment. The findings from the study also indicated that appraisers may not have adequate records on the teachers in other to give a profound assessment on them and also the type of appraisal system in place gave the appraiser a greater influence over the final results. It was recommended that management should employ well positioned appraisers who have adequate knowledge of the job or better still have some training for appraisers before they carry out the appraisal exercise. Management was also advised to have a review process or committee for teachers who may not satisfied with their results to seek for redress

Source: UEW
Teacher perceptions of the practice of inclusive education in selected basic schools in the Bekwai municipality in the Ashanti region of Ghana

The purpose of this study was to sample the opinions of teachers on the practice of inclusive education in the Bekwai Municipality in the Ashanti Region of Ghana. The descriptive survey research design was adopted for the study. Sixty regular education teachers, who were randomly selected to participate in the study, responded to a questionnaire developed for the study. The participants’ responses were analyzed through descriptive statistics which included frequency distributions and simple percentages. The findings from the study indicated that (1) general education teachers generally did not have positive attitudes toward inclusive education, though they agreed that inclusive education improves the learning of regular children and also demonstrate a significant progress in the learning of special needs children; (2) general education teachers were not prepared well enough for inclusion; and (3) general education teachers were not adequately supported to teach students with special needs. Recommendations made that would enhance the development of inclusive education in the schools include the following: (1) teachers must develop positive attitude towards inclusive education practices; (2) teachers should be supported adequately so they can effectively teach in inclusive classrooms; and (3) teachers must be provided in-service training and other professional training opportunities to teach in inclusive settings.

Source: UEW
Teacher quality and the effective teaching of social studies in Kumasi Metropolis

The study sought to provide empirical evidence about teacher quality and the effective teaching of Social Studies. The thesis used questionnaires and observation guide to examine teacher quality and the effective teaching of senior high school Social Studies in Kumasi Metropolis. Simple random sampling technique was used to select a sample size of one hundred and fifty-nine teachers to respond to the questionnaire and thirty teachers were selected for the observation. A-59 item questionnaire and twenty-nine (29) detailed observation guides were used in the collection of data for the study. The study focused on the teacher’s academic and professional qualification, knowledge of the subject-matter, teaching experience and techniques teachers employed in the teaching of Social Studies in the senior high school. It revealed from the results of the study that large numbers of teachers were academically qualified to teach at the senior high school but majority of them did not posses professional qualification in Social Studies even though it was established from the study that teachers with B. Ed Social Studies, M.Ed. Social Studies or M. Phil Social Studies Education, Knowledge of the subject-matter, Teaching experience in Social Studies are strong indicators of achieving Social Studies objectives. Teaching of Social Studies was mostly done by the use of lecture technique with the dictation of notes for students to copy without paying attention on the other techniques of teaching Social Studies. The researcher recommended that deployment of teachers by GES should be strictly based on both academic and professional qualification in Social Studies. Regular in-service training should be organized and teachers should be encouraged to use appropriate teaching learning resources and employ variety of teaching techniques in teaching Social Studies in the senior high school.

Source: UEW
Teacher stress and commitment in the Fanteakwa District

The teaching profession is one of the most stressful jobs. Researchers have established that stress influences commitment negatively. In other cases, others have found that commitment serves as a buffer to stress. These studies on teacher commitment were mostly quantitatively driven, and few were situated in Ghana. The purpose of this study was to understand the relationship between teacher stress and commitment in the Fanteakwa District. The study further looked into how teacher perceive stress and commitment of S.H.S teachers, their experience and their coping strategies. The study also look at the relationship between teacher‟s stress and their commitment. The study used a qualitative research approach and a case study design. The study employed purposive sampling to select five (5) teachers for interviews and observations. The findings of the study showed that stress and commitment of teachers are interwoven. As a teacher demonstrates commitment his/her becomes evident. The findings also showed coping strategies serve as a buffer to excessive pressure from teacher stress. The study contributes to knowledge by the construction of a new model that connects teacher stress with commitment. The study also presents teacher stress and commitment from the context of a developing country like Ghana. The implications of the findings are that schools should create a supportive environment for teachers which recognizes the existence of stress that comes with commitment, rather than schools trying to eliminate the stress

Source: UEW