ghanaopendata/ghanaian-research-english huggingface dataset:
Teachers’ perception towards inclusive education in Tano South district of Ghana

The study investigated the perception of teachers towards inclusive education in the Tano South District of Ghana. The convergent mixed method was employed for the study. The sample for the study was 200 teachers from 25 basic schools in the district. The 25 basic schools were chosen using the simple random technique whilst the respondents were chosen from the 25 basic schools using the census technique. The data were analysed with the help of SPSS. It was revealed among other things from the study that teachers had negative perceptions towards inclusion. It was again revealed that teachers lacked knowledge in inclusive pedagogy. The study further indicated that teachers were only ready to include leaders with mild disabilities in their classrooms. It was again revealed that there are inadequate material resources to make inclusion a reality. The learning environments in these schools were also found not to be disability-friendly. The study further showed that teachers lacked the knowledge in curriculum modifications to meet the needs of learners with disabilities. Finally, the findings showed that female teachers were more ready for inclusion than male teachers. The researcher recommended among other things that the Ghana Education Service should organize periodic in-service training for teachers to minimize their negative perceptions towards learners with disabilities. It was again suggested that the service modifies the existing infrastructure in the schools to make them disability-friendly.

Source: UEW
Teachers’ perceptions and utilization of educational trips in teaching social studies in Biakoye and Kpando Districts in the Volta Region

This study surveyed teachers perception and utilization of educational trip in teaching Social Studies in Senior High School in Biakoye and Kpando Districts in the Volta Region of Ghana. Four research questions guided the study: 1) What is the perception of teachers regarding the concept of educational trips and experiential learning? 2) How are teachers motivated towards the use of educational trips in teaching Social Studies? 3) To what extent are the challenges confronting teachers as regards the organisation of educational trips influence the utilization of educational trips in teaching Social Studies? 4) What is the extent of teachers‟ use of educational trips in teaching and learning by Social Studies teachers in Senior High Schools in the Volta Region of Ghana? A sequential mixed method design was used for the study. The major instrument for data collection was a questionnaire. Data from this source were then triangulated with interview. Non – probability sampling method, that is, convenience and purposive sampling techniques, were used to select the sample of districts, schools and respondents for the study. In all, thirty (30) Social Studies teachers were selected from six (6) Senior High Schools in the Volta Region. It is discovered from the data that Social Studies teachers have adequate knowledge on the concept of educational trips. The research further revealed that Social Studies teachers have negative attitude towards the utilization of educational trips in teaching Social Studies. These negative attitudes of teachers towards the use of educational trips to promote effective teaching and learning were revealed by the research to relate to a number of interrelated factors which include: 1) Difficulties with transportation (including cost), 2) Time considerations (preparation, fitting into the school timetable), 3) Lack of support from school administrations for educational trips. This research discovered that most Social Studies teachers do not use educational trips in teaching Social Studies in Senior High Schools in the Volta Region of Ghana. And even the few that used it did so sparingly

Source: UEW
Teachers’ readiness for the implementation of inclusive education in selected basic schools in Nalerigu, East Mamprusi Municipality, North East Region, Ghana

The purpose of the study was to investigate the readiness of teachers to the implementation of the inclusive education policy in selected basic schools in Nalerigu in the East Mamprusi Municipality, North East Region, Ghana. It employed the mixed research design approach. A sample size of 65 participants was involved in the study. The simple random and purposive sampling techniques were used in selecting the teachers as well as head teachers from nine selected basic schools in the Nalerigu circuit of the East Mamprusi Municipality. Qualitative data was obtained through one-on-one interview with the head teachers while quantitative data was obtained by the use of questionnaire to teachers. The questionnaires were analysed using descriptive statistical method to calculate the frequency and percentages. The findings of the study revealed that, teachers as well as head teachers do not have sufficient understanding of inclusive education and as such they could not explain the concept of inclusive education according to the guidelines and principles of the inclusive education policy. Also the study revealed that teachers in general have no knowledge of inclusive practices and lack competencies in inclusive practice. Moreover, the study revealed that teachers had negative attitude towards inclusion and finally, teachers lack the knowledge and competencies in adapting the curriculum to meet the needs of special needs children in inclusive settings. The study recommended that the Ghana Education Service should organize workshops, seminars, in-service training for teachers in the study area to update their knowledge, skills and competencies in inclusive practices. This will enhance their professional development to deal with all learners in inclusive settings.

Source: UEW
Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement

The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high 20 GJDS, Vol. 12, No. 1 & 2, 2015 Frederick Kwaku Sarfo, Francis Amankwah, Francis Kwame Sam & Daniel Konin Teachers’ Self-efficacy Beliefs schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level

Source: UEW
Teachers’ Self-efficacy Beliefs: The Relationship between Gender and Instructional Strategies, Classroom Management and Student Engagement

The study investigated the relationship between gender and self-efficacy beliefs in instructional strategies, classroom management and student engagement among senior high school teachers in Kumasi metropolis, as most previous studies tend to focused on the developed countries other than developing countries like Ghana. Specifically, descriptive survey design was used to determine the levels of self-efficacy beliefs among the teachers and the relationship between gender and teachers’ self-efficacies were also ascertained. The sample included 259 male and 178 female teachers who were randomly drawn from both private and public senior high schools. Teachers’ Sense of Efficacy Scale (TSES) was used to collect data from the respondents. Data collected were analysed using descriptive and inferential statistics. Results indicated that generally teachers have relatively higher self-efficacy beliefs especially at the student engagement aspect. It was found that male and female teachers differed in relation to their instructional strategies with female teachers on average have better instructional strategies efficacy than male teachers. On contrary, both male and female teachers did not differ in terms of classroom management and student engagement efficacies. Based on these findings, it was recommended that teacher training institutions should emphasise the teaching of instructional practices, student engagement and classroom management practices to the teacher trainees so as to improve their efficacies level.

Source: UEW
Teachers’ self-efficacy of improving academic standards the case of Bolgatanga municipality

Self-efficacy is considered as one’s belief in the likelihood of goal completion and can be motivating in itself. To achieve the goals of education, it is very important for teachers to have high self-efficacy which has a direct positive effect on their delivery and the overall benefit of their pupils. In this study, the self-efficacy of teachers in the Bolgatanga municipality was studied. The purpose of the study was in three-fold. First was to access the influence of teachers’ demographics on the self-efficacy. Second, how location influences teachers’ self-efficacy and finally, how these efficacy impact students’ performances. The efficacy dimensions studied are classroom management practices, classroom instructional practices and student engagement. A total of 198 out of 1404 teachers were randomly sampled with simple lottery based on Yerman’s formula. The study was purely quantitative using structured questionnaires. It was noted that, whiles gender has no significant impact on teachers’ self-efficacy, older, more educated and highly experienced teachers had higher self-efficacy. Teachers in the urban sector turn to have higher self-efficacy than those in the rural areas. Not overlooking other factors, students’ poor performance in some rural areas can largely be attributed to the less self-efficacy of their teachers. It’s recommended that more rewarding packages must be introduced to teachers serving in the rural areas (housing, transportation, risk allowances and scholarships). This could affect the mind-sets and increase the motivation of teachers working in rural areas. Finally, government and institutional scholarships for further studies and on-the-training should made available mainly to motivate teachers who serve in rural areas

Source: UEW
Teachers’ Self-efficacy on School Improvement: A Comparative Analysis of Private and Public Junior High Schools in the Takoradi Metropolis, Ghana

One construct of teachers’ belief that has consistently been associated with the numerous qualities of an effective teacher, is teacher efficacy. Varying studies conducted have established relationships between teacher efficacy and motivation, learners’ outcomes and job performance. More so, studies conducted have attributed the differences in the performance of public and private schools to supervision, school climate, availability of teaching, and learning materials among others. However, not much has been studied about the teachers’ belief in these two working environments. The study therefore sought to examine teacher efficacy in public and private basic schools and how it influenced the general improvement of their schools. A correlational design was employed for the study. The stratified and simple random sampling techniques were used to select 15 public and private schools; a total of 134 teachers comprising 90 public and 44 private basic school teachers respectively. A standard questionnaire for measuring teacher efficacy was used in gathering data. The study revealed that, among other things, though, there are more professional teachers in public schools than private schools, teachers in the latter have a slightly higher efficacy. More so, there was no relationship between teacher qualification and teacher efficacy. Thus, it was recommended that, in the short term, circuit supervisors and heads of schools should organize seminars for teachers on changing their mindset about teaching in general and learners who go to public schools in particular, since this has serious implications for teachers’ self-efficacy and school improvement.

Source: UEW
Teachers’ spirituality in instructional leadership and its influence on academic performance a case study of Nkawie senior high school in Atwima Nwabiagya district

This study explored the perceptions of teacher’s spirituality in instructional leadership and its influence on academic performance in Nkawie Senior High School in the Atwima Nwabiagya District. A purposive sampling design was used to select a sample size of 20, involving a headmaster, teachers and circuit supervisor from Nkawie Senior High School and the District Education office, Nkawie. Qualitative interview was used to solicit information from the participants selected. Four (4) research questions were set. The data was analyzed manually by using case-study located within the interpretive-qualitative framework. Data was prepared across the respondents, immersed, transcribed, themes generated, and coded and described. Findings indicated that spirituality in instructional leadership is total dependence on deity for help and guidance in all activities. Respondents were of the view that spirituality is related to religion but not formal education. Some suggested that spirituality can be practiced by exhibiting faithfulness, truthfulness, commitment, justice, love, honesty towards co-workers. Findings also indicated that in this 21st century, instructional leaders who are honest, just, faithful, truthful, and who hate immorality and depend on God are those who can lead our educational institutions. The results also informed us that spirituality in instructional leadership help them take right decisions, plan, execute, and help an effective management of school and improve teachers’ academic performance. It was concluded that the main factor that affect teachers’ academic performance is spirituality in instructional leadership not understood. Based on the findings of the study, it was recommended that spirituality in instructional leadership practice should be captured in the national educational curriculum and be taught in schools.

Source: UEW
Teachers’ strategies for enhancing participation of pupils with disabilities in selected inclusive Basic Schools in South Tongu District, Ghana.

The purpose of this study was to examine teachers‟ strategies for enhancing the participation of pupils with disabilities in selected inclusive basic schools in the South Tongu District. The design employed was descriptive survey. Purposive sampling technique was used to select ten head teachers, while simple random sampling technique was used to select one-hundred forty teachers from ten selected pilot inclusive schools. Questionnaire was used to gather data. Data from the questionnaire were analyzed using frequencies and percentages. Analysis of the data revealed that majority of pupils have mild and moderate disabilities for example reading and calculation difficulties hence making it challenging for pupils with such conditions to cope with academic work. It was also realized that high percentage of teachers did not use the appropriate methodology in teaching pupils with mild and moderate disabilities in the pilot inclusive schools. It was recommended that, teachers must use the appropriate pedagogy in teaching pupils with mild and moderate disabilities, teachers must offer one-on-one instruction to pupils and the District Education Office must employ more sign language instructors and Braille readers to help the hearing and visually impaired pupils during teaching and learning.

Source: UEW
Teachers’ understanding and practice of classroom discipline principles in Garu and Tempane Districts

Teachers are by statutes and board regulations in a unique way charged with the direct responsibility for maintaining order in schools. Quite often, teachers use strategies that tend to give more power to themselves such as rules, regulations, punishment and rewards, to maintain order to the exclusion of students’ own efforts such as, students’ learning to self regulate their behaviour based on their own experiences. The study investigated teachers’ understanding and practice of classroom discipline principles in basic schools in the Garu and Tempane districts. The study employed a quantitative descriptive survey design. Seventeen (17) female teacher respondents were purposively selected, while simple random sampling techniques were used to select forty-three (43) male teachers. Data were collected using a self- designed questionnaire. The data were subjected to frequency and percentage analysis to address all the three research questions. Based on the analysis, the study revealed that majority of teachers’ understood classroom discipline in behavioural terms (i.e, the imposition of external controls to compel students to put up the desired behaviour). Specifically, teachers tended to use classroom rules and regulations as their major means of ensuring discipline in class. Again, teachers’ seemed to employ more behaviourist principles to a larger extent than constructivist principles. The overall findings were, therefore, that teachers’ understand and practice classroom discipline from the behaviourist point of view. It is suggested that the Ministry of Education, the Ghana Education Service and the District directorate of education should organise in-service courses to sensitise teachers about the efficacy and application of constructivist concepts and principles of classroom discipline.

Source: UEW
Teachers’ understanding of continuous professional development and its relevance to their classroom practices in the KassenaNankana west district

It is generally acknowledged that promoting teacher quality is a key element in improving primary and secondary education. It is also believed that one critical step to improving students’ achievement is by improving teachers’ knowledge, skills and disposition. Therefore the study sought to investigate teachers’ understanding of continuous professional development (CPD) and its relevance to their classroom practices in the Kassena/Nankana West District (KNWD). Ninety-three (93) teachers out of three hundred and ten (310) teachers were sampled using the quota sampling technique for the study. Questionnaire, interview guide and observation schedule were the instruments used to collect data from respondents. Data collected on the questionnaire and observation schedule were analyzed using the descriptive statistics (frequency counts and percentages) while data collected from the interview were analyzed using the thematic narrative approach. Pearson product-moment correlation was used to determine the relationship between teacher quality and effective teaching. Findings from the study revealed that over ninety percent of basic school teachers in the KNWD understand CPD to mean any planned continuous in-service training offered to teachers to improve teaching and learning. Similarly, basic school teachers reported that professional development programmes were beneficial and relevant to their classroom management the practices. Finally, the study revealed a statistically significant, strong positive correlation between teacher quality and effectiveness. It is recommended based on the findings that teachers should be given enough learning opportunities through CPD programmes so as to broaden their knowledge and also make them effective and efficient in the classroom.

Source: UEW
Teachers’ use of information and communication technologies in the implementation of the standards-based curriculum

The study sought to investigate teachers’ use of ICTs in the implementation of the Standards-based curriculum in the Sefwi-Wiawso Municipality. The study employed explanatory sequential mixed method design. The sample size was 208 primary and Kindergarten teachers in public primary schools in the Sefwi-Wiawso Municipality. The teachers were randomly sampled for the study. Questionnaire, interview guide and observation checklist were the instruments used for data collection. Data were analysed using frequency counts, percentages, means and standard deviations. The findings revealed that poor or no internet system, unstable electricity, lack of computers, laptops, and digital recorders, lack of educational software and lack of projectors, printers and photocopiers, teaching time schedules preventing maximum utilization of ICT/ computer technology and inadequate technical support were some challenges faced by teachers even though they are proficient in the use of ICTs. Based on the findings, it was recommended that barriers that have and are still hindering the integration of ICT in the curriculum should be tackled by policy makers. ICT facilities should as a matter of urgency be provided to aid the implementation of the standards based curriculum.

Source: UEW
Teachers’ use of integrated approach of the 2019 Kindergarten curriculum in Kwahu South Municipality

The purpose of this study was to assess teachers‟ use of the integrated approach pedagogy of the 2019 Ghana National Kindergarten Curriculum in Kwahu South Municipality. The study adopted a case study design. the sample for the study was 12 teachers. Purposive sampling technique was used to select the study sample. Observation guide and semi-structured interview guide were the instruments used for the data collection. The data from the study were analysed thematically whereas content analysis was used for the observation data. Findings from the study revealed that the teachers were proficient in using the integrated approach, yet they did not have deeper knowledge of the types of integrated approach pedagogy that they needed to use at different stages of their teaching and learning process. Inadequate classroom blocks, play grounds and equipment, teaching and learning resources were some of the challenges revealed. To improve the use of the integrated approach, adequate classroom blocks, child-friendly play grounds and equipment, teaching and learning resources must be provided to the schools by the Kwahu South Municipal Education Directorate to facilitate early childhood teachers use of the integrated approach in their classrooms. The study concluded that the use of the integrated approach could be successful if the teachers competently use the integrated approach when adequate professional development programmes are offered to the teachers. The research recommends that teachers should be encouraged to attend workshops, conferences, or professional development opportunities focused on integrated teaching strategies. Staying up-to-date with best practices can enhance teachers‟ effectiveness in the use of the integrated approach pedagogy.

Source: UEW