Teachers In Ghana Research Articles

Internet-mediated phone interviews for remote qualitative educational research in the Global South during COVID–19: a researcher’s and participants’ experiential reflections

ABSTRACT The COVID-19 pandemic required social science researchers to adopt online research methods to avert the risks of face-to-face interactions. Yet, there is limited reflection on the applicability of online interviews in qualitative educational research, particularly those conducted in the Global South. This article, drawing on the researcher’s and participants’ experiences, reflects on internet-mediated phone interviews in a qualitative study that investigated the technology professional development of teachers in Ghana. Findings from the reflections include strategies (rapport building, prior environmental scanning, and use of prompts and probes) adopted to elicit quality responses and address enactment challenges, including network connectivity, lack of nonverbal cues, and physical presence. Benefits gained from the phone interviews transcend limitations faced, which impacted little on data quality. This article argues that beyond being seen as alternatives to in-person interviews, phone interviews have distinct strengths to stand as autonomous and first-route research methods for trustworthy qualitative research, including in the Global South.

Assessment Beliefs, Practices and Competence Vis-À-Vis Demographic Characteristics of Senior High School Social Studies Teachers in Ghana

This study examined the impact of demographic factors on the assessment beliefs, practices and competence of Social Studies teachers in selected Senior High / Technical Schools in the Volta and Oti Regions of Ghana. The study was guided by the Human Capital Theory (HCT). It utilized a quantitative research approach and a cross-sectional research design. Employing a two-stage simple random sampling method, 196 Social Studies teachers were randomly selected from 80 Senior High Schools (SHS) and Senior High Technical Schools (SHTS) in the Regions. Data was collected through a questionnaire, covering the participants’ demographic information and assessment beliefs, practices and competence. Statistical data treatment was done through frequency distributions. It was displayed using a contingency table and Cramer's V analysis. Findings indicated no significant correlation between the teachers’ gender, educational background, teaching experience, assessment beliefs, practices and competence. The study concludes that the demographic did not influence the teachers’ assessment beliefs. Based on the conclusions, it is recommended that professional development should focus on individualized training that targets specific needs of teachers in assessment literacy rather than generalizing based on demographic factors. This could help foster more robust and consistent assessment beliefs across the teaching population. In addition, teacher education programs should prioritize skills-based training on contemporary assessment methodologies and address competency gaps regardless of demographic factors.

Social support mediates job demands, and burnout relation among public senior high school teachers, Ghana

We investigated the extent to which job resources mediated the relation between job demands and burnout among public senior high school teachers in Ghana. We determined how job demands influenced the level of burnout among these teachers. Participants included 1028 public senior high school teachers (female = 491) who have been teaching between 1 year and 32 years. The participants completed the Maslach Burnout Inventory Educators Survey, the Job Content Questionnaire, and the Social Provisions Scale. Multiple linear regression analysis results indicated that job demands and social support predicted burnout among the teachers. Furthermore, social support partially mediated the effect of job demands on burnout. Thus, there was a high level of job demands among this group of teachers, which triggered high levels of burnout. In such a situation, quality teaching and supervision of students for effective learning could be compromised. There is the need for safety leadership in all matters that concern teachers’ health and safety.

Classroom Assessment Practices of Junior High School Social Studies Teachers in Ghana: The Case of Ga East Municipality

Classroom Assessment Practices of Junior High School Social Studies Teachers in Ghana: The Case of Ga East Municipality

Factors Influencing Preservice Teachers’ Attitudes Towards Problem-Solving in Mathematics Education

This study explored the factors that predict preservice teachers’ attitudes toward incorporating problem-solving in teaching mathematics. Cognizance of the essential role of problem-solving in teaching and learning mathematics, the study underscored the latent variable that informs teachers’ attitudes concerning the incorporation of problem-solving in their mathematics classrooms. Employing a structured questionnaire and Exploratory Factor Analysis (EFA) with 360 preservice teachers in Ghana, the study acknowledged four key factors: Empowerment, Readiness, Commitment, and Perceived Usefulness. These findings open gateways to preservice teacher characteristics that inform their attitude toward problem-solving and recommendations to enhance teachers’ positive attitude toward the phenomenon.

Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana

This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED). The van Hiele Geometry Test (VHGT) was administered to measure participants’ levels of geometric thinking. The results revealed that 8.8% of participants attained van Hiele Level 1 (visualization), 30.0% reached Level 2 (analysis), and 32.4% achieved Level 3 (abstraction). However, only 15.9% and 12.9% of prospective teachers reached Levels 4 (deduction) and 5 (rigor), respectively. These findings indicate a significant gap between the current geometric thinking skills of prospective teachers and the expectations of the Ghanaian mathematics curriculum, which anticipates higher-order thinking skills. The study concludes that the current undergraduate mathematics education programs in Ghanaian universities may not be adequately preparing future teachers to teach senior high school geometry effectively. It is recommended that these programs be revised to include more focus on developing higher-order geometric thinking skills, with an emphasis on deductive reasoning, formal proof-based learning and rigor in geometry thinking. Enhancing the curriculum and teaching methods could narrow this gap and improve the overall quality of geometry education in Ghana.

Technology integration in science classrooms: Empowering student teachers for improved physics teaching with simulations

This study employed a descriptive case study design to examine the integration of technology in science education, focusing on the professional development of student teachers in Ghana. Using the technological pedagogical and content knowledge (TPACK) framework as a theoretical lens, the study aimed to address the gaps in existing teacher education programs. Through a technology integration training workshop, the progress of four student teachers in developing their competencies for integrating technology into the teaching of high school physics using simulations was tracked and examined. Drawing on a combination of quantitative (survey) and qualitative data (focus group discussions, semi-structured interviews, observations, and lesson artefacts) sources, findings revealed that the student teachers improved their teaching with technology, which was evident in their developed TPACK, improved content knowledge and developed competencies in the exploration of Physics Education Technology simulation environments. These outcomes suggest a transformative shift in student teacher's teaching approaches, transitioning from a teacher-centered paradigm to a learner-centered one, particularly within the context of simulation environments. Despite initial challenges associated with insufficient content knowledge, establishment of relationships among physics content, teaching strategies and the identified affordances of the simulation environment as well as the shift from traditional to learner-centered approach, the study underscores the pivotal role played by the professional training arrangement implemented for the research.

Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana

Smart learning environment (SLE) modules are rapidly expanding with the advancement of technology. However, the concept is still new to many educational institutions in developing countries, with scant studies conducted using the African context. To avoid being left behind in the steps towards modernization, the qualitative study proposes the need to migrate from a traditional learning environment (TLE) to a SLE. Thirty-eight (38) teachers in Ghana who transitioned from TLE to a SLE were recruited to explore their pedagogical experiences in instructing in TLE (old classrooms) and SLE (new classrooms). Generally, teachers favoured SLE compared to TLE. Teachers were motivated to instruct in smart schools because of the affordances of smart technologies. They considered the ambience created in SLE as conducive to promoting their psychological well-being, facilitating their professional development, fostering good assessment strategies, and building twenty-first-century skills in learners needed in the labour market. However, a majority of the teachers perceived self-regulation and social interactions to be more effective in TLE. The key challenges in the SLE included network lag, limited funds to purchase data bundles, malfunction of learning management systems (LMS), and difficulty in designing a Smart App tailored to instructors’ and students’ interests. It is recommended that school administrators and policymakers continually revise SLE frameworks for a successful smart education. Future researchers can investigate how to promote personalized and adaptive learning in SLE and promising tools to assist instructors in technology-enhanced learning environments.

EXPLORING TEACHER BELIEFS IN SECOND LANGUAGE READING INSTRUCTION IN GHANA

This paper reports on a study investigating the professed or stated beliefs and practices of 61 second language (L2) teachers in Ghana concerning reading instruction. The primary aim of this study was to explore whether the teachers’ stated beliefs and practices reflected the research literature on effective L2 reading pedagogy. The research employed a questionnaire that generated both quantitative and qualitative data. The data analyses revealed little alignment between the teachers’ stated beliefs and practices and the research recommendations for effectively teaching reading. Instead, their stated beliefs and practices focused predominantly on read-aloud/pronunciation and vocabulary, constituting a partial conceptualization of effective reading pedagogy. The results are discussed, and implications for practical L2 reading instructions are provided.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0758/a.php" alt="Hit counter" /></p>

Understanding teachers’ usage of YouTube as a pedagogical tool: A qualitative case study of basic school teachers in Ghana

YouTube has been widely considered as a pedagogical tool over the last few decades. Recent findings from research portray YouTube videos as an instructional part of learning that contributes to best practices in teaching. Much of the studies have focused on usage by teachers and students at the tertiary level without much attention given to basic school teachers. Using an exploratory qualitative case study design and the ICT Pedagogical Beliefs Classification framework, we explored teachers’ usage of YouTube as a pedagogical tool. We drew on the experiences of 18 teachers in 3 private schools in Ghana to find out how Youtube was used in instruction. Four dominant ways of usage were identified. YouTube was used as a teaching tool, a means of enhancing specific topics, a means of learning new and varied ways of teaching, and as a means of developing teachers’ professional competence. Findings showed that whilst some of the ways of usage align with constructivist methods of teaching others still fall within traditional and teacher centred approaches to teaching. We argue that for teachers to enact meaningful pedagogies with technology through a more student-centred model, their knowledge and skills need to be developed alongside the reshaping of their motives and reasons and subsequently the ways in which they use technology for teaching. We recommend the planning and reinforcement of innovative instructional design of technological integration for teachers through informed policy and the use of training interventions to build new skills geared towards constructive and creative teaching suited to developing a net generation of students.

Effects of Family Characteristics and Work Relationship on Retirement among Teachers in Agona West Municipality, Ghana

Family characteristics and work relationships have effects on teachers’ retirement decision-making in the country. This has led to much frustrations of life for some retired teachers in Ghana. The study was guided by the following research objectives: Effects of family characteristics on retirement decision-making, the influence of work relationships on retirement decision-making and the strategies that can be put in place to improve retirement decision-making among teachers. A quantitative approach and descriptive survey design were used. The target population comprised teachers in public Basic schools in the Agona West Municipality. 150 teachers formed the sample for the study. Data was obtained using a self-developed questionnaire. It emerged from the findings that high financial demands stemming from home expenses, expectations from family members, and being first-borns hindered individuals’ ability to save and plan for their retirement. Also, it revealed that teachers in the Agona Swedru Municipal place considerable importance on their interactions with colleagues when it comes to retirement decision-making. It was found that teachers in the Agona Swedru Municipal place considerable importance on their interactions with colleagues when it comes to retirement decision-making. It was therefore recommended that retirement planning initiatives and financial education programmes should prioritize offering diverse and adaptable forms of psychoeducation and guidance to cater for the varying expectations and preferences of respondents. Educational institutions and policymakers should encourage and support peer relationships to improve retirement preparedness and satisfaction among teachers in the Municipality. Prioritize and tailor retirement planning guidance and education to address the diverse preferences and needs of respondents.

Social media use among basic school teachers in Ghana: exploring opportunities and challenges

Social media use among basic school teachers in Ghana: exploring opportunities and challenges

Training Effectiveness and Organisational-based self-esteem: the mediating role of Self-efficacy of Teachers in Ghana

Training Effectiveness and Organisational-based self-esteem: the mediating role of Self-efficacy of Teachers in Ghana

Emotional intelligence and academic performance: how does the relationship work among pre-service teachers in Ghana?

Emotional intelligence and academic performance: how does the relationship work among pre-service teachers in Ghana?

‘Righting’ the wrong: Text revision in ESL students’ composing processes in senior high schools in Greater Accra, Ghana

Revision is a fundamental strategy in second language learners’ text composition primarily because it guarantees congruence between these learners’ translated texts and their writing intentions as they effortfully compose in a nonnative language. As such, as part of a larger study, the current research explores the revision behaviours of learners in English composition in senior high schools in Greater Accra, Ghana. Twenty-four students were purposively sampled to write a timed argumentative essay under think-aloud conditions. The data were analysed using Conijn et al.'s (2021) tagset of revision as an analytical framework. The findings show unique and general characteristics of the trigger, spatial location, sequence, orientation, evaluation, action and linguistic domains of the students’ revision behaviours. Also, the findings reveal significant weaknesses in the revision behaviours of the participants and offer insights into aspects of their overall composing competence. From the findings, English language teachers in Ghana are encouraged to adopt revision-strategy instruction and also develop the cognitive and metacognitive skills of their students.

Developing and validating a scale to measure trauma-informed practices used by teachers in inclusive schools in Ghana and the United Arab Emirates

Research on trauma-informed practices is common in Western countries, but non-Western countries have made minimal contributions in this regard. This study aimed to develop an instrument which could be used to measure perceived competence of teachers in the implementation of trauma-informed practices for students with disabilities in Ghana and the United Arab Emirates (UAE). The Teacher Trauma Management Scale (TTMS), developed using the trauma framework by the Substance Abuse and Mental Health Services Administration was used to collect data from 514 teachers in Ghana (n 270) and the UAE (n = 244). Data were subjected to confirmatory factor analysis) and a two-way factorial analysis of variance was conducted. While one hypothesis was supported by the study findings, the other was only partially supported. The findings provided theoretical and structural support for the newly developed TTMS in a non-Western context. This study highlights the need to develop contextual trauma management training models or a curriculum for training teachers.

Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics

Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities.

Continuing professional development (CPD) at a distance: Teachers' reflections on enhancing distance education (DE) provision

In Ghana, continuing professional development (CPD) initiatives for teachers are fragmented, with limited participation opportunities for all subject teachers, resulting in a high reliance on distance education (DE) programs. This qualitative study investigates teachers' experiences with DE upgrading programs and their thoughts on improving. Data was gathered from 32 participants in the Ekumfi district of Ghana. The findings show that, despite the constraints, teachers in Ghana are taking an agentic stance in using DE for their professional development. However, while DE programs provide reliable paths to updating professional knowledge, they are insufficient as a CPD tool to assist teachers' learning for improvements in classroom practice. Teachers' DE experiences reveal a rigid program structure with content that is unreflective of current educational concerns and the utilization of didactic teaching and learning approaches. These are detrimental to active learning and unlikely to result in effective teacher improvement. To strengthen DE as an effective CPD tool in Ghana, the study recommends regularizing other CPD avenues, revising DE upgrading programs for teachers, and systematising mechanisms for monitoring and evaluating teachers' competencies before and afterDE participation.

Exploring disruptive power: Acceptance of digital technologies in mechanical engineering education among Ghanaian technical university teachers

The paper examines the effect of perceived ease of use, user acceptance, and quality assurance practices on the acceptance of digital technology among mechanical engineering teachers in Technical Universities in Ghana. The paper adopts a quantitative research approach using a descriptive survey design. A sample of 167 mechanical engineering teachers was selected using stratified and simple random sampling techniques. Data was collected through a structured questionnaire that included demographic information and variables related to digital technology acceptance. The collected data were analyzed using structural equation modeling with the aid of SmartPLS 4 software. The study's findings reveal that perceived ease of use, user acceptance, and quality assurance practices significantly and positively influence mechanical engineering teachers' acceptance of digital technology. Specifically, the acceptance of quality assurance practices was found to have the strongest impact on technology acceptance among the three factors examined. The study focused on mechanical engineering teachers in Ghana's Technical universities, limiting the generalizability of the findings to other educational contexts. Future research should consider expanding the sample size and including participants from different educational institutions and other disciplines. This study contributes to the existing literature on digital technology acceptance by examining the specific context of mechanical engineering education in Ghana. The findings also contribute to the broader discourse on digital skills development and closing the digital divide in educational settings.

Corroborating Magnusson’s PCK Model for Teaching Genetics at The Ghanaian Senior High School Level

Confirmatory factor analysis was conducted on survey data from 149 Senior High School biology teachers in Ghana to validate Magnusson's framework of pedagogical content knowledge (PCK) in science teaching. The questionnaire aligned with Magnusson's conceptualization of PCK, encompassing components like teaching orientations, knowledge of students' understanding, instructional strategies, assessment, and science curriculum within genetics. The results affirmed the integrative model of PCK, indicating strong interactions among its components. While the transformative model also showed relevance, its imposition led to a notable decrease in goodness of fit. This underscores the applicability of Magnusson's integrated PCK model for understanding Ghanaian SHS teachers' PCK in genetics instruction. The findings emphasize the importance of integrated training in knowledge domains like assessment, instruction, curriculum, and understanding to foster effective teaching.