Assessing in-service needs of basic school natural science teachers in New Juaben Municipality, Ghana

Abstract

This study investigated in-service needs of basic school Natural Science teachers in the New Juaben Municipality in the Eastern Region of Ghana. The study was to ascertain the in-service needs of 234 Natural Science teachers across gender. A questionnaire was used to collect data on the teachers’ feedback on eight dimensions of science teachers’ needs: generic pedagogical knowledge and skills, knowledge and skills in science subjects, managing and delivering science instruction, diagnosing and evaluating students, planning science instruction, administering science instructional facilities and equipment, integration of multimedia technology and the use of English language in science instruction. Data were descriptively analyzed, followed by chi square analysis. Results of the descriptive analysis demonstrate that the topmost in-service needs of Natural Science teachers were the acquisition of knowledge and skills in science subjects, generic pedagogical knowledge and skills and planning of science instruction. The chi square analysis did not yield significant association between gender and science teachers’ needs in all dimensions except knowledge and skills in science subjects. It was recommended among others that in-service organisers need to assess the in-service needs of participants before providing INSET services.