Original article | Turkish Journal of Teacher Education 2021, Vol. 10(1) 40-53
Instructional Quality and Trainee-Teachers’ Effectiveness in the Delivery of Basic Education: The Case of Ada and Accra Colleges of Education, Ghana
Abdul-Jaleel Saani, Tahir Ahmed Andzie
pp. 40 - 53 | Manu. Number: MANU-2101-18-0004.R1
Published online: June 30, 2021 | Number of Views: 45 | Number of Download: 699
Abstract
The study investigated the effect of instructional quality on trainee teachers' effectiveness in the delivery of basic education, focusing on Accra and Ada Colleges of Education (CoE), Ghana. The study also considered the moderating role of trainee teachers' academic self-discipline on the relationship between instructional quality and trainee teachers' effectiveness in terms of professional values, attitudes, knowledge, and practices. A cross-sectional descriptive survey design was employed. The study population was all the 2,207 trainee-teachers in the two colleges. The study selected final year students of the two colleges purposively. The number of final year students in the two colleges was 713, made up of 454 males and 259 females. The census method was used to capture all of them. Trainee-teachers and mentors questionnaires, with reliability coefficients of .817 and .912 respectively, were the instruments used. Mean, standard deviation, and a hierarchical regression-based approach of Hayes (2018) moderation analysis were the statistical tools used to analyze the data. The study revealed that the instructional quality of the colleges is perceived positively. However, the professional values, attitudes, knowledge, and practices of trainee-teachers were ineffective. Also, whenever trainee-teachers demonstrate a high level of academic self-discipline, qualities of the instruction they received help them demonstrate effective command over possession of subject matter knowledge, lesson presentation skills, class management and control, and lesson note preparation. The Ministry of Education through National Accreditation Board and National Council for Tertiary Education should ensure that designers and reviewers of teacher education programs factor in more professional courses and socially oriented courses such as School and Community; Family, School, and Community collaboration; and Sociology of Teacher Education to help enhance teachers' effectiveness professionally and to develop their professional competencies in teaching from known to unknown, taking into consideration the Ghanaian cultural context.
Keywords: Academic Self-Discipline, Instructional Quality, Trainee-Teacher Effectiveness
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Aina, J. K., Olanipekun, S. S., & Garuba, I. A. (2015). Teachers’ effectiveness and its influence on students’ learning. Advances in Social Sciences Research Journal, 2(4), 88-95. Antoniou, P. (2018). Using the dynamic model of educational effectiveness to improve teaching practice: building an evaluation model to test the impact of teacher professional development programmes (Unpublished doctoral thesis). Department of Education, University of Cyprus, Kallipoleos, Nicosia. Bhat, R. L. (2020). A study of teaching effectiveness of prospective teachers in relation to stream and gender. International Education and Research Journal, 6(2), 11-18. Clark, S. K. (2009). A comparative analysis of elementary education pre-service and novice teachers' perceptions of preparedness and teacher efficacy (Unpublished doctoral thesis). College of Education, Utah State University, Logan, Utah. Cleveland, R. (2008). New teachers' perceptions on their preparation. Unpublished doctoral thesis, Department of Educational Leadership, Research, and Technology, Faculty of The Graduate College, Western Michigan University, Kalamazoo, Michigan. http://scholarworks.wmich.edu/dissertations/759 Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). New York, NY: Routledge. Colleges of Education Secretariat (CES, 2020). Colleges of education enrolment statistics for 2019/2020 academic year. Unpublished report, CES, Accra, Ghana. Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching (Unpublished doctoral thesis). Department of Educational Sciences, Graduate School of Social Sciences, Middle East Technical University, Ankara, Turkey. Frederiksen, H. (2017). Assessing dispositions in pre-service teachers: Does setting or experience affect dispositions? A mixed-methods study (Unpublished doctoral thesis). School of Education, Colorado State University, Fort Collins, Colorado. Fuudia, J. F. (2019). Induction experiences of newly qualified primary school teachers in Ghana: The case of Tema metropolis (Unpublished project work). Department of Education and Psychology, Faculty of Social Sciences and Education, Islamic University College, Ghana (IUCG), Accra. Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (2nd ed.). New York, NY: The Guilford Press. Hill, J., & Hawk, K. (2017). Making a difference in the classroom: Effective teaching practice in multicultural schools. Retrieved from http://www.minedu.govt.nz/index.cfm Imoro, H. (2019). Assessing the effectiveness of teaching practices of trainee-teachers: The case of public colleges of education in Ghana (Unpublished master’s thesis). Department of Psychology and Education, Faculty of Educational Studies, University of Education, Winneba. Klopfer, K. M. (2014). Pre-service teacher education and classroom management: An evaluation of Edu5572 (Unpublished master’s thesis). Graduate Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto. Mbwesa, J. K. (2014). Students perceived quality of distance education courses as a correlate of learner satisfaction: A case study of the bachelor of education arts programme. http://ijsss.redfame.com. Ogunleye, A. (2013). Quality assurance and quality indicators in open and distance education: Context concerns and challenges. International Journal of Educational Research and Technology, 4(2), 49-62. Reynolds, J. (2016). Secondary pre-service teachers' perceptions of preparation to teach in urban schools. College of Education, Walden University, Minneapolis, Minnesota. Senyametor, F. (2018). Impact of instructional quality on trainee-teacher efficiency in the delivery of distance education in Ghana (Unpublished doctoral thesis). Department of Education and Psychology, Faculty of Educational Foundations, College of Education Studies, University of Cape Coast, Cape Coast. Thompson, M. C. (2010). Beginning teachers' perceptions of preparedness: A teacher education programme's transferability and impact on the secondary English/language arts classroom (Unpublished doctoral thesis). Department of Middle-Secondary Education and Instructional Technology, College of Education, Georgia State University. http://scholarworks.gsu.edu/msit_diss/67 Wilson, S., & Floden, R. (2019). Creating effective teachers: Concise answers for hard questions (2nd ed.). New York, NY: AACTE Publications. Wright, K. S. (2017). Perceptions of teachers on their preparedness to teach students in low-income urban charter schools in New Jersey (Unpublished doctoral thesis). Department of Education Leadership Management and Policy, College of Education and Human Services, Seton Hall University, South Orange, New Jersey. http://scholarship.shu.edu/dissertations/2318
. |
