GHANA NATIONAL TEACHERS’ STANDARDS AND COLLEGE TUTORS’ PRACTICE: A GENDER AND AGE ANALYSIS

Συγγραφείς

  • Courage Kobla Adenyoh Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana
  • Shine Lilian Agbevivi Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana
  • Nixon Saba Adzifome Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana
  • Charlse Nyarko Annobil Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana
  • Munkaila Seibu Department of Health, Physical Education, Recreation and Sports, Faculty of Health, Allied Sciences and Home Economics Education, University of Education, Winneba, Ghana
  • Nelson Amponsah Department of Educational Administration and Management, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

DOI:

https://doi.org/10.46827/ejsss.v12i1.2126

Λέξεις-κλειδιά:

National Teachers’ Standards, professional practice, College of Education tutors, teacher quality, professional development

Περίληψη

Many Colleges of Education (CoEs) tutors in Ghana struggle to integrate the National Teachers’ Standards (NTS) into their pedagogical practices, resulting in inconsistencies in teaching quality and student learning outcomes. To address this challenge, the study investigated how CoE tutors implement the NTS in their professional practice, explored the relationships among professional knowledge, values/attitudes, and practices, and assessed the effects of gender and age on tutors’ implementation of the standards. The design for the study was cross-sectional. Using a multistage sampling approach of cluster and simple random techniques, 112 tutors were selected from 15 public CoEs in Ghana. Primary quantitative data were gathered through a closed-ended questionnaire and an observational guide. The instruments were pilot-tested and yielded acceptable reliability scores. Statistical tools, including the Pearson product-moment correlation coefficient and Two-Way between-groups ANOVA, were used to analyse the data. Results revealed strong positive correlations among professional knowledge, professional attitudes and values, and professional practices related to the NTS. Additionally, no statistically significant main or interaction effects of gender and age on professional practice were found. The study concluded that while tutors demonstrate interconnected professional competencies, there remain significant areas for strengthening the implementation of the NTS to enhance teaching quality and educational outcomes in the Colleges of Education.

 

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Βιογραφικά Συγγραφέων

  • Courage Kobla Adenyoh, Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

    Courage Kobla Adenyoh is a Lecturer in Physical Education at the University of Education, Winneba's Department of Basic Education. He serves as Programmes Coordinator for Basic Education at the College of Distance Education and e-Learning (CODeL). Courage's research focuses on Physical Education, Physical Activity, and Technology, investigating topics like non-communicable diseases, tech in youth football, and physical activity levels among students. He teaches courses including Physical Activity for Healthy Living, Measuring Physical Activity, and Assessment of Learning, Inquiry into Action Research, Practice and Coaching of Limited Contact Sports, Practice and Coaching of Non-Contact and Full Contact Sports, and Supported Teaching in Schools (STS). Courage conceptualised and designed the study, supervised data analysis, and drafted the initial manuscript.

    ORCID: https://orcid.org/0000-0002-5933-5257

  • Shine Lilian Agbevivi, Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

    Dr. Shine Lillian Gifty Agbevivi is a Senior Lecturer in English Language in the Department of Basic Education, University of Education, Winneba. She holds a PhD in English language from the University of Venda. Dr. Agbevivi served as the Coordinator of the HIV AIDS Unit and currently, the Director of Basic Schools. Her researches advance English language education, teacher development, and literacy studies within basic and tertiary contexts with focus on inclusion and diversity, early literacy development, language proficiency and pedagogy, academic literacies, multimodality, and AI in academic writing. Dr. Agbevivi has presented research papers in local and international conferences and contributes actively to capacity-building initiatives within education. Beyond academia, she supports community-based programmes aimed at supporting educational access and vulnerable groups. Dr. Agbevivi supervised the overall project and critically reviewed the final manuscript for important intellectual content.

    ORCID: https://orcid.org/0009-0003-0102-0978

  • Nixon Saba Adzifome, Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

    Dr. Nixon Sabah Adzifome is a Senior Lecturer in the Department of Basic Education, University of Education, Winneba. He was the past Head of Department for the Department of Basic Education. His research advances mathematics education, teacher development, curriculum and pedagogy. He teaches Research Methods and Mathematics. He participated in data collection and validation and contributed to refining the methodology.

    ORCID: https://orcid.org/0000-0002-4428-8793

  • Charlse Nyarko Annobil, Department of Basic Education, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

    Prof. Charlse Nyarko Annobil is an Associate Professor with specialisation in Religious and Moral Education curriculum and pedagogy in the Basic Education Department, University of Education, Winneba. Professor Annobil is the Vice-Dean of the School of Education and Life-Long Learning (SELLL). He contributed to the writing of the literature review and assisted in revising the manuscript.

  • Munkaila Seibu, Department of Health, Physical Education, Recreation and Sports, Faculty of Health, Allied Sciences and Home Economics Education, University of Education, Winneba, Ghana

    Prof. Munkaila Seibu is an Associate Professor in Physical Education in the Department of Health, Physical Education, Recreation and Sports (HPERS), University of Education, Winneba. He holds a PhD in Physical Education with a major in Curriculum and Pedagogy from the University of Cape Coast, Ghana. He currently serves as Deputy Director at UEW’s Institute for Teacher Education and Continuing Professional Development (ITECPD), contributing to strategic planning, policy implementation, quality assurance, staff development, and coordination of professional programmes for UEW and affiliated Colleges of Education nationwide. He also served as Acting Director (ITECPD), Acting Dean of the faculty of Health, Allied Sciences and Home Economics Education (FASHEE), Head of Department of HPERS, and Graduate Coordinator of HPERS. Prof. Seibu has contributed significantly to national teacher education reforms and curriculum development, collaborating with NaCCA, GES, MoE, UNICEF, and T-TEL in designing Physical Education curricula and teacher/learner resource materials for schools nationwide. His research interests include Physical Education Teacher Education (PETE), Physical Activity, Sports and Health, curriculum, pedagogy and assessment, and mentoring and career development. Prof. Seibu’s research output includes peer-reviewed articles, curriculum documents, and books, reflecting his commitment to scholarship, research-informed practice, and academic excellence. He assisted with the editing of the methodology and supervised the literature review.

    ORCID: https://orcid.org/0000-0002-5131-7230

  • Nelson Amponsah, Department of Educational Administration and Management, School of Education and Lifelong Learning, University of Education, Winneba, Ghana

    Dr. Nelson Amponsah is a Lecturer in the Department of Educational Administration and Management, School of Education and Life-Long Learning in the University of Education, Winneba (UEW), Ghana. He holds a Doctor of Philosophy in Educational Leadership, a Master of Philosophy in Educational Administration and Management, as well as a Bachelor of Education in Basic Education. Prior to his appointment as a Lecturer at UEW, Dr. Amponsah had acquired a wealth of experience in Pre-tertiary Education sector in Ghana, having served in various capacities for more than two decades. Currently, he teaches courses at both undergraduate and graduate levels at UEW, including Advanced Quantitative Research Methods, Advanced Mixed Methods Research, Statistics and Measurement in Educational Research, Organizational Development of Higher Education, Educational Leadership, and Trends in Education and School Management in Ghana. Dr. Amponsah is proficient in applying research analytical software such as SPSS, AMOS and NVivo to analyse quantitative and qualitative data. His research interests include instructional leadership and supervision in schools, continuous professional development of teachers, teacher commitment to school, and students’ learning outcomes. He is also interested in how schools are led and managed in Ghana. He served as the Internship Coordinator in the Department. Currently, he is the Coordinator of the Professional Education Leadership Programme (PELP) of the Department. He assisted with data analyses and contributed to the review and refinement of the manuscript.

    ORCID: https://orcid.org/0009-0007-6978-3401

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Λήψεις

Δημοσιευμένα

2026-02-06

Τεύχος

Τόμ. 12 Αρ. 1 (2026)

Ενότητα

Articles