CHALLENGES OF TEACHERS’ SUPERVISION TOWARDS THE SAFETY OF GHANAIAN KINDERGARTEN LEARNERS

Authors

  • Justina Adu Department of Early Childhood Education, University of Education, Winneba, Winneba, Ghana
  • Isaac Awortwe College for Distance and e-Learning, University of Education, Winneba, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejes.v10i9.4996

Keywords:

supervision, safety, practices, teachers, kindergarten

Abstract

The study sought to assess the challenges of teacher supervision towards the safety of learners in kindergarten schools within Komenda Edina Eguafo Abrem Municipality in the Central Region of Ghana. The study was situated in the interpretivist paradigm by employing a qualitative research approach. The instrumental case study design was adopted for this study. A semi-structured interview guide was utilized to collect data from 16 participants. A convenience sampling technique was used in selecting the participants for the study. The data were analyzed thematically with the help of an online qualitative analysis tool, Taguette. The findings of the study revealed that the majority of kindergarten teachers are overloaded with tasks that make them inefficient to supervise their learners for their safety. Again, this study emerged that poor maintenance culture in kindergarten schools contributes to the ineffective supervision of most kindergarten teachers. The study findings also suggest that most kindergarten teachers are challenged with inactive supervision because of the inequivalent teacher-learner ratio. It was recommended to the National School Inspectorate Authority (NaSIA), the Ministry of Education (MoE) and the Ghana Education Service (GES) to collaborate and make a policy criterion for inspecting all kindergarten schools for safety before certification of operation would be issued to them. It was also recommended to the National Teaching Council (NTC) to include teacher supervision and safety in their assessment modules for licensing kindergarten teachers and school administrators and heads.

 

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Author Biographies

  • Justina Adu, Department of Early Childhood Education, University of Education, Winneba, Winneba, Ghana

    Mrs. Justina Adu is senior lecturer at the Department of Early Childhood Education of the University of Education, Winneba, Ghana. She had her first Degree at the University of Education, Winneba where she offered Arts Education. She also obtained his Masters Degree in Basic Education from the University of Cape Coast, Ghana. She has published many papers which includes Emergent writing activities, material development, instructional materials development and other related Arts subject. Her research interest are subjects related to Early Childhood Education.

  • Isaac Awortwe, College for Distance and e-Learning, University of Education, Winneba, Winneba, Ghana

    are subjects related to Early Childhood Education.

    Mr. Isaac Awortwe is currently a lecturer at College for Distance and e-Learning of the University of Education, Winneba, Ghana. He obtained his Bachelors Degree and Master of Philosophy Degree (MPhil) in Early Childhood Education at the University of Education, Winneba in 2018 and 2022 respectively. His research interests include areas related to Early Childhood Education such as Teachers’ Supervisory Practices; Children’s Safety Issues at School; Children’s Right, Protection and Welfare; Food Safety in Schools; and School Disciplinary Measures and Children’s Behaviour Modification. He has participated in many conferences and symposia notable among is his presentation at 6th International Multidisciplinary Conference for Post-Graduate Students-UEW, 2022. Again, He has authored articles such as An Assessment of Safety Conditions in Kindergarten Schools; Effects of Teachers’ Supervision on the Safety of Kindergarten Pupils; Play-based pedagogies and learner’s safety and is presently workings on many more papers. Based on his interest in research relating Early Childhood Educational research, the author currently serves as reviewer for International Journal of Research and Innovation in Social Science (IJRISS) and has links to other academic networks such as ResearchGate and Academia.edu.

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Published

2023-08-17

Issue

Vol. 10 No. 9 (2023)

Section

Articles

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