Relationships between Teacher Qualification, Teacher Behaviour/Practices and Teacher Skills/Expertise
Teacher Quality, Practices and Skills
DOI:
https://doi.org/10.31949/ijeir.v4i1.11263Abstract
The central aim of this research was to identity the relationships between the perceived teacher quality constructs of elementary school mathematics instructors. The research employed a purposive sampling approach to select 50 mathematics teachers in the Bole District of the Savannah Region in Ghana to participate in the study. Specifically, 50 mathematics teachers were given questionnaires on teacher skills/expertise, teacher behaviour/practices and teacher qualification to establish the relationships between these variables. The results from the research with a correlation coefficient, r = 0.443 and a P-value of 0.001, revealed that teacher skills/expertise was statistically significantly correlated with Teacher behaviour/practices. The results from the mathematics teachers did not show significant relationships between teacher qualification and the other parameters of the study. This study showed that the interconnectedness between teacher skills/expertise and teacher behaviour/practices is a cornerstone of effective education. The implication of this study is that teachers’ academic qualifications do not always guarantee comprehensive knowledge of teaching. A comprehensive knowledge of teaching requires the acquisition of the three competencies (professional values and attitudes, professional knowledge and professional practice) as contained in the National Teachers standards. This study has impact on the training and organization of professional development programs for mathematics teachers in Ghana and other countries with similar contexts. The researchers recommend that teacher training institutions should focus on the training of teachers to acquire the competencies necessary for effective teaching and learning. Teacher professional development opportunities should be made available to teachers as a way of developing their professional values and attitudes, professional knowledge and professional practices that are required to teach effectively.
Keywords:
Techer quality, Teacher qualification, Teacher behavior/practicesDownloads
References
Adediwura, A. A., & Tayo, B. (2007). Perception of teachers' efficacy and teaching effectiveness in Nigerian secondary schools. Educational Research and Review, 2(7), 173-181.
Adu, E. O., & Olatundun, S. O. (2007). Influence of teacher efficacy on students' academic performance among selected secondary schools in Nigeria. Eurasian Journal of Educational Research, 27, 1-10.
Akiri, A. A., & Ugborugbo, N. M. (2009). Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta State, Nigeria. Studies on Home and Community science, 3(2), 107-113.
Anamuah-Mensah, J., Ananga, E. D., Wesbrook, J., & Kankam, G. (2017). National Teachers’ Standards for Ghana-Guidelines. Ghana Ministry of Education.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European journal of teacher education, 40(3), 291-309.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1-1.
Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302.
Domas, S. J., & Tiedeman, D. V. (1950). Teacher competence: An annotated bibliography. The Journal of Experimental Education, 19(2), 101-218.
Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms (5th ed.). Upper Saddle River, NJ: Prentice Hall.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. Handbook of classroom management: Research, practice, and contemporary issues, 3(1), 16.
Fazio, R. H., & Roskes, M. (1994). Attitude strength. In R. S. Wyer, Jr., & T. K. Srull (Eds.), Handbook of social cognition (2nd ed., Vol. 2, pp. 137-191). Hillsdale, NJ: Erlbaum.
Fenstermacher, G. D., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186-213. https://www.tcrecord.org/Content.asp?ContentID=11884
Goe, L. (2007). The link between teacher quality and student outcomes: A research synthesis. National Comprehensive Center for Teacher Quality. https://files.eric.ed.gov/fulltext/ED498382.pdf
Hattie, J. (2003). Teachers Make a Difference, what is the research evidence?
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Hunt, G. H., Wiseman, D. G., & Touzel, T. J. (2009). Effective teaching: preparation and implementation. Charles C Thomas Publisher.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of educational research, 81(2), 201-233.
Jang, S. J., Guan, S. Y., & Hsieh, H. F. (2009). Developing an instrument for assessing college students’ perceptions of teachers’ pedagogical content knowledge. Procedia-Social and Behavioral Sciences, 1(1), 596-606.
Loewenberg Ball, D., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of teacher education, 60(5), 497-511.
Manlove, E. E., & Elliott, R. G. (1977). Teachers' attendance and student achievement: A study of absenteeism in urban elementary schools. The Journal of Educational Research, 70(6), 315-318
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.
Ndu, G. (1975). Who should teach? West African Journal of Education, 20(1), 73-80.
Norman, G., Monteiro, S., & Salama, S. (2012). Sample size calculations: should the emperor’s clothes be off the peg or made to measure? Bmj, 345.
Olatubosun, C. (1980). Who is a teacher? In E. Adegbija & O. Adeyemi (Eds.), Contemporary Issues in Nigerian Education (pp. 134-141). Ile-Ife: University of Ife Press.
Rice, J. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Economics of Education Review, 22(5), 451-456. Retrieved from https://files.eric.ed.gov/fulltext/ED481859.pdf
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.
Schacter, J., & Thum, Y. M. (2004). Are teachers' beliefs about learning and instruction associated with teacher effectiveness? The Elementary School Journal, 104(4), 321-336. https://doi.org/10.1086/428769
Shamatov, D., Merill, C., & Cohenmiller, A. (2017). Effective teaching strategies for mathematics: A literature review. Journal of Instructional Pedagogies, 18, 1-13.
Strong, M. (2011). Teacher quality and student achievement. In S. J. Ball, I. Goodson, & M. Maguire (Eds.), Education, globalisation and new times (pp. 151-165). Routledge. https://doi.org/10.4324/9780203852068
Taiwo, R., & James, A. (2015). The role of the teacher in effective teaching and learning of mathematics for Nigerian secondary schools. American Journal of Educational Research, 3(8), 1018-1023.
Thorenson, P., Darling-Hammond, L., & Berry, B. (2001). Professional development in California: A statewide study of teacher needs, activities, and effectiveness. Stanford, CA: Center for Research on the Context of Teaching.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms. Ascd.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Charles Kwabena Sie, Kipo Chonga
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
