TEACHING EXPERIENCE AND PEDAGOGICAL KNOWLEDGE AND APPLICATION OF THE CLASSROOM ENVIRONMENT AMONG EARLY CHILDHOOD TEACHERS IN GHANA

Authors

  • Samuel Oppong Frimpong University of Education, Winneba, Ghana
  • Rebecca Tetteh University of Education, Winneba, Ghana
  • Justina Adu University of Education, Winneba, Ghana
  • Esther Safowaa University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejes.v12i11.6418

Keywords:

teaching experience, teacher pedagogical knowledge, classroom environment, learner attentiveness, early childhood education

Abstract

This study examined teachers' professional backgrounds, teaching experience, and understanding of classroom environmental principles and how they are applied in Early Childhood Education (ECE) settings in Ghana's Asuogyaman District. Vygotsky's Sociocultural Theory and Bronfenbrenner's Ecological Systems Theory were used to elicit environmental factors, teacher expertise, and contextual conditions that might be useful in influencing learners' attention. 122 ECE teachers completed a structured questionnaire as part of the study's quantitative descriptive survey design. Three hypotheses about the knowledge, professional qualifications, and classroom environment application of teachers were tested using descriptive statistics, Welch ANOVA, Kruskal-Wallis H test, and one-way ANOVA. The findings showed that although teachers' understanding of classroom environmental principles was generally between moderate and high, there were no statistically significant differences in knowledge or application based on teaching experience or professional qualification in areas like classroom layout, lighting, ventilation, learning centres, and teacher-learner interactions. These findings could imply that the district's classroom environmental practices are primarily shaped by systemic and infrastructure limitations rather than individual teacher-level factors. The study comes to the conclusion that systemic interventions, such as improved infrastructure, focused professional development, and resource support, are necessary to improve ECE classroom environments rather than depending only on teaching experience or academic credentials.

 

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Author Biographies

  • Samuel Oppong Frimpong, University of Education, Winneba, Ghana

    Samuel Oppong Frimpong is an experienced university teacher with close to two decades of teaching experience at a higher institution. He has research interests in quality early childhood education (including teacher quality, assessment, pedagogy, environment, and the use of TLMs), child safety and wellbeing, curriculum implementation, and play-based learning. Samuel holds a Doctor of Philosophy (in Early Childhood Education) from the University of Aberdeen in Scotland, UK, a Master of Philosophy (Educational Psychology) and a Bachelor of Education (Educational Psychology) from the University of Cape Coast, Ghana. He has numerous published articles and books to his credit.

  • Rebecca Tetteh, University of Education, Winneba, Ghana

    Rebecca, Tetteh is a beginning researcher with a particular research interest in classroom environment and learner attentiveness. She is a professionally trained early childhood educator. Rebecca holds a Master of Philosophy in Early Childhood Education from the University of Education, Winneba, Ghana. She is currently a program head at the Child and Family Welfare Department of the Social Welfare, Ghana.

  • Justina Adu, University of Education, Winneba, Ghana

    Justina Adu is a 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 her Master of Philosophy Degree in Basic Education from the University of Cape Coast, Ghana, and a terminal degree from the University of South Africa. She has published several research papers on emergent writing activities, material development, and instructional materials development. Her research interests are in Early Childhood Art, Language and Literacy and Learner Attentiveness.

  • Esther Safowaa, University of Education, Winneba, Ghana

    Esther Safowaa is a dedicated early childhood educator with extensive experience in developing and implementing early childhood programmes in the areas of instructional delivery, learning resources development, and classroom management. She loves to research more into early childhood education, specifically in curriculum implementation and parental involvement in early childhood education. Esther is currently the Early Childhood Coordinator for Atwima Kwanwoma Municipal and works closely with teachers, parents, and other stakeholders to promote quality early childhood education. She holds a Master of Philosophy in Early Childhood Education from the University of Education, Winneba, Ghana.

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Published

2025-12-08

Issue

Vol. 12 No. 11 (2025)

Section

Articles

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