Abstract
The study investigated the pedagogical competence of teacher’s and its influence on student’s academic achievement. The descriptive survey research design was adopted and the census (all) sampling technique was used to sample 250 Junior High School (JHS) teachers in Ashaiman Municipality. The collected data from the close-ended questionnaire was analysed with mean and standard deviation on the scale of 1-4 and the Pearson’s Product Moment Correlation was used to test the hypothesis. The study revealed that as a pedagogical competence, the teachers provided appropriate feedback, adapted to changing conditions, explained content to students and communicated learning goals effectively. It was also found that there was a positive weak relationship between the classroom management competence of teachers and student’s academic achievement. The study, therefore, concluded that pedagogical competence of teachers could help promote deep knowledge, understanding and expectation among students if teacher’s pedagogical competencies are effective. Also, when teachers increase their knowledge and competence to manage the classroom, they could provide high expectations for student’s social support, guidance and independent thought in learning. Recommendations were made to the municipal education directorate, Ghana Education Service and Ministry of Education, Ghana based on the findings.
Highlights
The primary work of a classroom teacher is to transmit knowledge through teaching
It is reflected in the Individual Performance Commitment and Review Form (IPCRF) that one of the Major Final Outputs (MFO) for all teachers from teacher I to master teacher levels is the conduct of problem or classroom-based action research each year
Factors preventing teachers from conducting research This portion presents the results of the survey conducted regarding the reasons why teachers are not able to work on action research
Summary
The primary work of a classroom teacher is to transmit knowledge through teaching. as time changes, teachers worked in a more complicated and dynamic system with lots of demands from them in their duty performance. Included in the research agenda is a list of different themes that serve as priority research areas or topics that classroom teachers could focus on conducting research These identified research topics are expected to generate results that will fill in critical knowledge gaps and improve the quality and delivery of basic education in the Philippines. It is reflected in the IPCRF that one of the Major Final Outputs (MFO) for all teachers from teacher I to master teacher levels is the conduct of problem or classroom-based action research each year The conduct of such is part of the standard expected outcome needed for a public school teacher to be promoted, as stated in DepEd Memorandum Order No 42, series of 2007 (Morales et al, 2016).
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