Exploring the Factors Contributing to Teacher Effectiveness in Senior High Schools in the Kassena Nankana West District

Mr. Ndoye, Joshua-Luther Ndoye
Lecturer
  +233244974097
  jlnupoalkpajor@uew.edu.gh
Profile
Publications

Authors
Matthew Kojo Namale, Amos Asamari Alale, Francis Asore Atingane, & JOSHUA-LUTHER NDOYE UPOALKPAJOR
Publication Year
2021
Article Title
Exploring the Factors Contributing to Teacher Effectiveness in Senior High Schools in the Kassena Nankana West District
Journal
Asian Journal of Advanced Research and Reports
Volume
15
Issue Number
8
Page Numbers
64-70
DOI
https://doi.org/10.9734/AJARR/2021/v15i830419
ISSN
2582-3248
Website Url
https://journalajarr.com/index.php/AJARR/issue/...
Abstract

The study investigated the factors contributing to teacher effectiveness in senior high schools in the Kassena Nankana West District. A descriptive survey design with a sample of 100 teachers was used for the study. A self-designed questionnaire was used for the data collection. Means and standard deviations and independent samples t-test were the statistical tools used in the study. The objectives of the study were to find how headmaster supervision contributes to teacher effectiveness; find students’ attitude that contribute to teacher effectiveness; how community participation contribute to teacher effectiveness. Means and standard deviations and the independent samples t-test were the statistical tools used in the study. The findings of the study were showed that; headmasters involved teachers in decision making in schools, students’ participation in classroom work was appreciable, and communities gave teachers some fringe benefits. It was recommended that headmaster supervision should be strengthened since involving teachers in decision making in school brings about teacher effectiveness. Again teachers should Original Research Article Namale et al.; AJARR, 15(8): 64-70, 2021; Article no.AJARR.76220 65 relate and encourage students to participate in classroom work since that contribute to teacher effectiveness. It was concluded that headmaster supervision is very important since that contribute to teacher effectiveness in school

Policy Contributions

To enhance teacher effectiveness and improve the quality of teaching and learning, the Ghana Education Service (GES) should strengthen the supervision of headteachers in schools. Effective supervision enables headteachers to provide professional guidance, monitor instructional practices, and offer constructive feedback to teachers. Regular supervision also promotes accountability, encourages adherence to professional standards, and supports continuous improvement in classroom instruction, thereby contributing significantly to teacher effectiveness. Furthermore, teachers should encourage students to read ahead of lessons before they are taught in class. This practice prepares students for classroom discussions, enhances their understanding of lesson content, and promotes active participation during instructional activities. When students are adequately prepared, they are more likely to engage meaningfully in lessons, ask relevant questions, and develop critical thinking skills, all of which contribute to improved academic achievement. In addition, communities should be encouraged to complement the Government's efforts to improve teachers' welfare by providing support that enhances their working and living conditions. Community members can assist by providing basic amenities, accommodation, teaching resources, or other forms of assistance that motivate teachers to perform their duties effectively. Such collaborative efforts between communities and the Government can increase teacher job satisfaction, commitment, and productivity, ultimately leading to better educational outcomes.

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