Prevailing Status of Educational Process Factors in Junior High Schools in the Central Region of Ghana

Nugba, Regina Mawusi; Quansah, Frank; Ankomah, Francis; Tsey, Enoch Ewoenam; Ankoma-Sey, Vera Rosemary

doi:10.9734/ajess/2021/v24i230575

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…Results of the study revealed that teaching and learning materials such as chalkboards, manila cards, and flashcards were used by teachers in phonics instruction (Nugba, Quansah, Ankomah, Tsey, & Ankoma-Sey, 2021). Teachers indicated that adopting sound remedial instruction for learners with phonics difficulties cannot be successful unless they incorporate instructional materials.…”

Section: Discussionmentioning

confidence: 99%

Understanding Primary School Teachers’ Remediation Strategies in Assisting Pupils with Reading (Phonic) Difficulties

Oduro

Mensah

Quansah

et al. 2021

IJSSES

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Reading difficulty is a major concern for basic school teachers in Ghana, as the majority of pupils in primary schools cannot read and subsequently, produce abysmal performance in the English Language subject. This research conducted a qualitative inquiry into exploring the approaches used by teachers to remediate phonics difficulties among struggling readers at Unipra South Cluster of Schools at Winneba. Grade 4 English Language teachers were sampled to participate in the study. An unstructured interview was conducted to collect data with the help of an interview guide. Data were analysed using the thematic analysis approach. The study found that the grade 4 teachers predominantly used the jolly phonics and rhyming methods in remediating phonics difficulties among struggling readers. It was further revealed that materials used during instruction were flashcards, manila cards, chalkboards and textbooks. The study recommended that Ghana Education Service should design professional development programmes to equip teachers with effective strategies for reading instruction.

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Section: Discussionmentioning

confidence: 99%

Understanding Primary School Teachers’ Remediation Strategies in Assisting Pupils with Reading (Phonic) Difficulties

Oduro

Mensah

Quansah

et al. 2021

IJSSES

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“…These factors appear to be lacking within the Ghanaian context. Teachers act as one of the important process factors within the school setting who ride on the available input factors (Ansah et al, 2020; Nugba et al, 2021; Quansah, 2021). Teachers develop a high sense of efficacy when there are logistics or teaching materials and appropriate infrastructure.…”

Section: Discussionmentioning

confidence: 99%

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Quansah,

Agormedah,

Ankomah

et al. 2024

Psychology in the Schools

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Teachers' Sense of Efficacy Scale (TSES), since its development, has gained much popularity because of its adequate psychometric properties. Yet, scholarly information on the soundness of this instrument in the African context has not been documented. Besides, the previous validation studies on the TSES have yielded mixed results with different factor structures, calling for further studies to test its utility and use across different cultures. The purpose of this study was to revalidate the TSES in Ghana using item response theory (IRT) complemented by factor analyses. Through a validation study approach, 693 basic school teachers were purposively sampled to participate in the research by responding to the Teacher Efficacy Scale. The between‐item and within‐item multidimensional IRT analyses combined with factor analysis were performed to understand how the items functioned with intentions to propose a well‐fit instrument within the Ghanaian context. The outcome of this research revealed that the original TSES with a three‐factor structure, 24 items measured on a 9‐point scale did not provide an optimal measure of teachers' self‐efficacy within the Ghanaian context. Rather, a three‐structure scale with 18 items and a 6‐point scale offered a maximal measure of teachers' self‐efficacy. The practical implications of the findings are discussed.

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Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

Agormedah

Ankomah²,

Frimpong³

et al. 2022

Front. Educ.

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The introduction of the new standards-based curriculum in Ghana required teachers to make adjustments, including teaching routines. Despite the challenges encountered in the introduction of this new curriculum, its passage was successful. Previous studies have revealed mixed reactions from teachers and how their experiences affect their efficacy during the implementation stage. This study examined whether teachers' experiences and self-efficacy beliefs influenced the implementation of the new curriculum reforms across gender in Ghana. The cluster sampling technique was used to survey 693 basic school teachers who responded to a questionnaire. Descriptive and regression-based inferential statistics were used to analyze the data. A preliminary assessment showed that teachers exhibited a moderate-to-high level of teaching efficacy in student engagement, instructional strategy, and classroom management. Furthermore, the study also revealed that teaching experience was positively related to efficacy. However, gender significantly moderated the relationship between teaching experience and teachers' efficacy in student engagement as well as teaching experience and efficacy in student engagement. Findings imply that even though teachers may be more likely to plan and deliver pedagogical content and carry out instructional activities, their sense of efficacy in managing their classroom is questionable. Emphasizing teaching experience in improving their efficacy in curriculum implementation is key, especially among female teachers. Programs or capacity-building training workshops that seek to improve teachers' ability to manage the classroom environment should be organized regularly to promote effective curriculum implementation.

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Prevailing Status of Educational Process Factors in Junior High Schools in the Central Region of Ghana

Cited by 3 publications

References 5 publications

Understanding Primary School Teachers’ Remediation Strategies in Assisting Pupils with Reading (Phonic) Difficulties

Understanding Primary School Teachers’ Remediation Strategies in Assisting Pupils with Reading (Phonic) Difficulties

Revalidation of Teachers' Sense of Efficacy Scale using Ghanaian in‐service teachers: Multidimensional item response theory with factor analyses

Investigating teachers' experience and self-efficacy beliefs across gender in implementing the new standards-based curriculum in Ghana

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