Untrained Teachers’ Beliefs and Practices in Public and Private Basic Schools in Mfantseman Municipality of Ghana

Authors

  • Christopher Yaw Kwaah University of Cape Coast, Ghana

DOI:

https://doi.org/10.47963/jedp.v5i.981

Keywords:

Untrained teachers, teacher beliefs, teaching practices, private and public, basic schools

Abstract

To gain a better understanding of untrained teacher beliefs and how that corresponds with their reported classroom practices, a survey was conducted with untrained teachers in public and private basic schools in Ghana. The study collected data through the survey design using a questionnaire which was administered to 188 untrained teachers in rural and urban basic schools. The data were analysed using Means and Standard Deviations to compare the teacher beliefs and practices in the two school types. Pearson-Correlation was used to find out any relationship between the teacher beliefs and their reported practices. Furthermore, Multivariate analysis of variance (MANOVA) was used to find out differences in beliefs, teaching practices and the school type. The results show that most of the untrained teachers held on to direct transmissive beliefs more than constructive beliefs. There were also inconsistencies in the relationship between beliefs and reported practices. However, there were statistically significant differences between the beliefs of untrained teachers in public and those in private schools about teaching and learning. Implication and recommendations for in-service teacher education programmes have been discussed.

Author Biography

Christopher Yaw Kwaah, University of Cape Coast, Ghana

Dr. Christopher Yaw Kwaah is a Senior Research Fellow and Coordinator for Research at the Institute of Education, University of Cape Coast. He has over ten years of experience working in research, monitoring, and evaluation projects spanning various topics from education to decentralization. Dr. Kwaah has a Ph.D. in Curriculum and Teaching from the University of Cape Coast. He did part of his Ph.D. work at the Department of Teacher Education, Faculty of Behavioural Sciences, University of Helsinki, Finland. He has worked on development projects funded by numerous donors and ministries, including DFID, ESRC, the William and Flora Hewlett Foundation, the Japanese Ministry of Education, IBIS Global, and Catholic Relief Services. Dr. has many peer-reviewed articles published in reputable Journals in Education.

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Published

2021-12-01

How to Cite

Kwaah, C. Y. (2021). Untrained Teachers’ Beliefs and Practices in Public and Private Basic Schools in Mfantseman Municipality of Ghana. Journal of Educational Development and Practice, 5(1), 1–22. https://doi.org/10.47963/jedp.v5i.981