Articles

The focus of this study was to determine the influence of religious literacy and multicultural teaching competence on the teaching self-efficacy of Religious and Moral Education (RME) teachers in public basic schools within the Kumasi Metropolis. The research employed a cross-sectional survey design with a sample of 308 RME teachers selected through the stratified sampling technique from 165 basic schools across 14 circuits. Data were collected using questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings revealed that religious literacy significantly and positively influenced teachers’ self-efficacy (β = 0.487, p < 0.05), accounting for 23.7% of the variance. Similarly, multicultural teaching competence demonstrated a strong positive effect on teaching self-efficacy (β = 0.711, p < 0.05), explaining 50.6% of the variance. Finally, the study found that religious literacy and multicultural teaching competence together contributed 52.2% to RME teachers' teaching self-efficacy (SD = 0.692, p < 0.05, R² = 0.522). The study recommended that the Ghana Education Service (GES) and the National Council for Curriculum and Assessment (NaCCA) should design and mandate regular in-service training programmes focused specifically on religious literacy for RME teachers. Also, it was recommended that pre-service and in-service training should emphasise awareness of personal biases, deep knowledge of learners’ cultural and religious backgrounds, and practical skills for culturally responsive pedagogy.

The purpose of the study was to examine teachers’ perception on repairing of clothes in Agona Kwanyako in the central region of Ghana. Quantitative research approach and Descriptive survey design were adopted for this study. The population of this study comprised teachers in the seven public Basic Schools, one Senior High School, two private Basic Schools and one Vocational and Technical School in Agona Kwanyako. Krejcie and Morgan chart was used to sample hundred and fifty-five (155) out of two hundred and sixty (260) teachers in Agona Kwanyako schools. The main instrument for data collection and analysis was questionnaire. All the questionnaires retrieved were prepared by sorting and coding. They were then entered into IBM SPSS Statistics 2017 version 25.0 for data to be analysed. The SPSS software was used to generate mean, standard deviation, frequency and percentages on the data because it is fast, energy saving and gives a consistent and accurate statistical representation of raw data. Findings were then discussed in relation to the research question for the study. Data were presented using tables and charts. The study indicated that the perception one holds about the repair of clothes affects how they view the act and their subsequent adaptation of the exercise. The perception teachers hold about clothes repair was that, clothes protect the environment, create employment and alleviate one from poverty, helps clothes stay trendy and can give one a sense of satisfaction. It can also be concluded that clothes that are normally used such as dresses, shirts and trousers are the types of clothes mostly repaired. Teachers have positive perception about clothes repair. Based on this it is recommended that Home Economics teachers should team up with other teachers to inculcate proper clothes care in their students. Also, clothes should be made in such a way that repairing is easier and possible based on the findings on the types of clothes that are mostly repaired.

This study aimed to examine the pedagogical knowledge base of Religious and Moral Education teachers in assessing students’ academic performance. The research design used for this study was the correlational research design. 159 basic schools were selected to participate in the study. The population of the study comprised Religious and Moral Education (RME) teachers and second-year students in basic schools in the Komenda Edina Eguafo Abirem Municipality in the Central Region of Ghana. Purposive and random sampling techniques were used to select basic schools, Religious and Moral Education (RME) teachers, and students for the study. In all one hundred and seventy-five (175) RME teachers and three hundred and fifty-seven (357) students were selected for the study. The main instruments employed in the study were questionnaires and observation. The data was analysed through the computation of frequencies, percentages, mean of means distributions, and the calculation of correlation coefficient. Pearson’s Correlational Coefficient was used to describe the linear relationship between each of the variables. This was done with the use of computer software called Statistical Product for Service Solutions (SPSS). The study concluded that teachers possessed adequate knowledge about the use of pedagogy or instructional methods when it comes to the teaching of RME. However, as observed, teachers use of the existential approach and the life theme approach only, and, teachers did not make use of the concept cracking approach to teaching RME probably because they lacked adequate information about how to use them. It is recommended that the Ministry of Education, Ghana Education Service, and the National Council for Curriculum and Assessment should organise in-service training for teachers to be abreast with some of these contemporary pedagogies for the teaching of RME in Basic Schools and also make modules available for use at the Colleges of Education to train our upcoming teachers at the Basic Schools.

The study focused Effective teaching of Social Studies Concepts in Basic Schools in Ghana. The study adopted the descriptive survey design using quantitative approach. The population for the study consisted of all Social Studies teachers in the Junior High Schools (JHS) in the Tano South District. There were fifty-two Social Studies teachers at the JHS level in the district. Non-probability sampling technique (purposive and convenient sampling techniques) was used for the study. Purposive sampling technique was used to select all the fifty-two teachers and forty-one schools in the Tano South District. While the district was conveniently sampled for this study. The main instrument used to gather data was observation guide. The data gathered was analysed using the Statistical Product using Service Solutions (SPSS). The study concluded that, in respect to the teaching effectiveness of Social Studies teachers, the general performance in all the thematic areas assessed indicate that, Social Studies teachers are not at their optimum best in terms of planning and preparation, instructional skills, classroom management, communication skills and assessment skills. It is therefore recommended that, the Ministry of Education through the Ghana Education Service (GES) in collaboration with all the teacher training institutions training Social Studies teachers should fashion out teacher development programmes such as workshops and short courses for Social Studies teachers. In these programmes, the organisers must ensure that teachers have access to high quality content course work in Social Studies.