A MULTILEVEL ANALYSIS OF THE NATIONAL TEACHERS' STANDARDS' IMPACT ON MATHEMATICS TEACHERS' INSTRUCTIONAL PRACTICES

Authors

  • Enock Yeng School of Education, Liberty University, Virginia, USA
  • Samuel Tatsi School of Education and Life-Long Learning, University of Education, Winneba Ghana
  • Patrick Asamoah School of Education and Life-Long Learning, University of Education, Winneba Ghana

DOI:

https://doi.org/10.46827/ejes.v11i9.5493

Keywords:

National Teachers’ Standards (NTS), instructional practices, mathematics teachers, professional development, teaching effectiveness

Abstract

The study examined the impact of the National Teachers’ Standards on the instructional methods of mathematics educators in the Sekyere Central District of the Ashanti Region of Ghana, guided by the Concerns-Based Adoption Model. A cross-sectional research design was adopted. The target population was all basic school teachers in the district, whereas the accessible population was all junior high school mathematics teachers, thus, through the census sampling technique, a sample size of 82 respondents participated in the study. The researchers deployed a closed-ended questionnaire to unravel the impact of the National Teachers’ Standards on instructional methods among mathematics teachers. Reliability coefficients for NTS and instructional practices constructs were 0.92 and 0.85, respectively, indicating strong reliability. Data analysis utilized frequency, percentage, mean, standard deviations, simple linear regression, and Pearson’s correlation. The findings revealed prevalent practices such as question-based learning support and group engagement, with limited emphasis on low-cost materials and gender-responsive pedagogy. Teachers demonstrated a robust understanding of NTS and the curriculum framework, though variability existed. Notably, teachers’ NTS knowledge significantly predicted instructional practices, highlighting its crucial role. Hence, it was recommended, among others, that the Sekyere Central Directorate of Education should invest in the design and delivery of evidence-based, teacher-centered professional development interventions and collaborative learning networks to enhance teachers' pedagogical content knowledge and facilitation skills in alignment with the National Teachers Standards, thereby improving teaching quality, student learning outcomes, and overall educational effectiveness.

 

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Author Biographies

  • Enock Yeng, School of Education, Liberty University, Virginia, USA

    Enock Yeng is a doctoral researcher in Education at the School of Education, Liberty University, Virginia specializing in mathematics education, curriculum design, and educational leadership. He is a distinguished Fellow Member of the prestigious Scholars Academic and Scientific Society (SAS Society). With a robust research presence on top scholarly platforms, his work has garnered an impressive readership of over 100,000 and numerous citations globally, underscoring his significant contributions to the field of education.

  • Samuel Tatsi, School of Education and Life-Long Learning, University of Education, Winneba Ghana

    Samuel Tatsi is a PhD Candidate in Educational Leadership at the School of Education and Life-Long Learning, University of Education, Winneba, with research interests in transformative leadership, policy analysis, play-based pedagogy, mathematics pedagogy, and curriculum implementation. As an emerging scholar, he is dedicated to exploring the intersections of leadership, policy, and pedagogy to improve educational outcomes and equity, with a focus on innovative and effective approaches to education.

  • Patrick Asamoah, School of Education and Life-Long Learning, University of Education, Winneba Ghana

    Patrick Asamoah is a Master of Philosophy candidate in Assessment, Measurement, and Evaluation at the School of Education and Life-Long Learning, University of Education, Winneba. He is a mathematics teacher at Ghana Muslim Mission Senior High School, where he has honed his expertise in teaching and assessment. His research interests focus on innovative assessment methods, evaluation strategies, and measurement techniques to improve student learning outcomes.

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Published

2024-07-26

Issue

Vol. 11 No. 9 (2024)

Section

Articles

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