How Much Do I Matter? Examining The Perception of Mattering and Marginality of Teacher Trainees in Volti Zone Colleges of Education, Ghana.

Abstract

The study of mattering and marginality has received traction in recent years due to its impacts on students’ educational attainments. Yet, the majority of these studies have been conducted on K-12 and university students, in advanced countries. Sparse literature exists on teacher trainees in Ghana. Using a case study from teacher training colleges in Volti Zone (Volta and Oti Region) of Ghana, and a quantitative approach, this study delves into the nuanced realm of teacher trainees’ perceptions of mattering and marginality within the educational landscape. Focused on understanding the subjective experiences of individuals undergoing teacher training, the research investigates the areas of the college environments to which these aspiring educators perceive their significance in the educational system. The results revealed that generally, teacher trainees perceived high mattering to the six subscales of the college environment except for mattering versus marginality and mattering to tutors, where the students reported high degree of marginalization. By shedding light on these dynamics, the study not only contributes to our understanding of the emotional well-being of teacher trainees but also holds implications for the broader discourse on teacher education, informing strategies to enhance the support structures and sense of belonging for those aspiring to shape the future of education.