Assessment of teacher quality and effective teaching of social studies in junior high schools in Garu district of Ghana


Justice Kwame Sibiri
Frederick Atigah


Introduction: Enhancing the quality of Social Studies teachers is significantly necessary for effective teaching and learning of Social Studies in Junior High schools in Ghana.

Purpose: The purpose of the study was to provide empirical evidence about teacher quality and the effective teaching of Social Studies in Junior High schools in the Garu District.

Methodology: The study adopted a descriptive survey design. The population for the study involved all Social Studies teachers in Junior High Schools in the Garu District. In all twenty-seven (27) Social Studies teachers made up of Five (5) females and twenty-two (22) males who were purposively selected to participate in the study. A structured questionnaire was designed and used for data collection.

Results: Findings from the study revealed that most Social Studies teachers possessed the minimum requirements for teaching Social Studies and are professionally qualified and trained for effective teaching of the subject. Also, many Social Studies teachers have not received any form of in-service training which could hamper effective teaching.

Recommendations: The study recommends that emphasis should be placed on in-service training for teachers teaching Social Studies at the Basic school level for the subject's objectives to be achieved. It is therefore imperative for these teachers to join the National Social Studies Association (NaSSA) in order to get continuous professional development which will keep them up-to-date on the latest innovations in Social Studies Education and also grant them access to networking opportunities.


How to Cite
Sibiri, J. K., & Atigah, F. (2022). Assessment of teacher quality and effective teaching of social studies in junior high schools in Garu district of Ghana. Journal of Educational Research in Developing Areas, 3(1), 37-48.


  1. Adjei D. (2016). teacher quality and the effective teaching of social studies in Kumasi metropolis. A Thesis Submitted for the Award of Master of Philosophy. Winneba: University of Education.
  2. Adjei, D. (2013). Factors affecting the achievement of senior high school social studies lessons’ objectives in the Kumasi metropolis. Unpublished Master’s Dissertation. Winneba: University of Education.
  3. Adu-Yeboah, C. (2008). transacting the social studies programme in junior high schools in the Obuasi municipality in Ashanti region of Ghana. Unpublished Master ‘s Thesis. Cape Coast: University of Cape Coast.
  4. Akinola, D. B. (2014). Assessment of teacher use of inquiry method for teaching social studies in upper basic education level schools in north central Nigeria. Nigerian Journal of Social Studies and Civic Education, 6(1), 66-76.
  5. Akpochafo, W. P. (2014). Are the best pedagogic in social studies really the best. Nigerian Journal of Social Studies and Civic Education, 6(1), 1-2.
  6. Ann, S. (2017). Preparing elementary school teachers for social studies instruction in the context of EDTPA. Journal of Social Studies Research, 41(1), 25-35.
  7. Ayaaba, D. (2008). instructional guide for the basic social studies teacher. IEDE, University of Education.
  8. Ayaaba, D. A. (2011). Foundations of Social Studies: An introduction. Salt & Light Publications.
  9. Barth, J. L. (1983). Elementary and junior high/middle school social studies curriculum activities and materials. University Press of America.
  10. Boadu, K. (2013a). Social studies in Ghana: A historical perspective, (1960-Present). University of Cape Coast.
  11. Boadu. K. (2013b). Teachers’ perception on the importance of teaching citizenship education to primary school children in Cape Coast, Ghana. Journal of Arts and Humanities (JAH), 2(2), 137-139.
  12. Cobbold, C. (2013). Introduction to the nature and philosophy of social studies. Hampton Press.
  13. Creswell, J. (2003). Research design: qualitative and quantitative and mixed method approaches (2nd Ed.). McGraw Hill.
  14. Darling- Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Archives (EPAA) 8, (1), 1-44. http://epaaasu.ed/epaa/v8n!/.
  15. Esu, A. E. O. (2012). Paradigm shift for repositioning social studies education challenges in Nigeria. Nigeria Journal of Social Studies, 15(2), 42-53.
  16. Ghana Education Service (2007). Junior high school social studies syllabus. Ministry of Education.
  17. Ghana Education Service (2010). Senior high school social studies syllabus. Ministry of Education.
  18. Kenna, J., & Poole, C. (2017). Social science pre-service teachers’ preparation to teach about Asia: A research study. Journal of Social Studies Education Research, 8(1), 93-114.
  19. Kopish, M. (2016). Preparing globally competent teacher candidates through cross cultural experiential learning. Journal of Social Studies Education Research, 7(2), 75-108.
  20. Merryfield, M. M. (1988). Social studies education and national development in selected African nations. Indiana University.
  21. Metzler, J., & Woessman, L. (2012). The impact of teacher subject knowledge on student achievement: evidence from within-teacher within-student variation. Journal of Development Economics, 99 (2), 486–496.
  22. Mezieobi, D. I., & Anyanwu, J. (2017). Enhancing teacher quality for effective teaching and learning of social studies at the upper basic education level. Advances in Social Sciences Research Journal, 4 (7), 202-207.
  23. Mezieobi, D. I. (2012). Teaching practice in social studies education in Nigeria. Gabteny Publishers.
  24. Mezioebi & Anyanwu, 2017. Effective teaching of social studies. Gabteny Publishers.
  25. National Council Curriculum and Assessment (NaCCA) (2020). Social studies common core programme curriculum (Basic 7 - 10). Accra: Author.
  26. National Council for the Social Studies (2003). Curriculum standards for Social Studies. Author.
  27. Okobia, E. O. (2012). The teacher factor in enhancing quality teaching and learning of social studies. Review of European Studies, 4(1), 148-156.
  28. Okobia, E. O. (2015). Changing teachers’ roles in emergent innovations in Nigeria Schools. Nigerian Educational Researcher, 20(20), 67-72.
  29. Parker, W. C. (2001). Social studies in elementary education (10th Ed.). Prentice-Hall Inc.
  30. Polikoff, M., & Porter, A. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36(4), 399–416.
  31. Russell, W. (2010). Teaching social studies in the 21st century: A research study of secondary social studies teacher’s instructional methods and practices. Teacher Education, 32(1), 65-72.
  32. Sawer, T. M. (2015). Social studies teachers competence in teaching and assessing learning outcomes. University of Cape Coast.
  33. Scott, W. V., & Deirdre D. J. (1990). Research methods for everyday life: Blending qualitative and quantitative approaches. John Wiley & Sons, Inc.
  34. Shuls, J., & Trivitt, J. (2015). Teacher effectiveness: An analysis of licensure screens. educational policy, 29 (4), 645–675.
  35. Strong, M. (2012). What do we mean by teacher quality? In M. Strong (Ed), The highly qualified teacher: what is teacher quality and how do we measure it? Columbia University.
  36. Tamakloe, E. K. (2008). issues in social studies education. (2nd edition.). University Press.
  37. Teye, M. S. (2015). Social studies teachers ‘competence in teaching and assessing learning outcomes in the affective domainiin new Juaben municipal senior high schools. A Thesis Submitted for The Award of Master of Philosophy (Social Studies): University of Cape Coast.
  38. Wiswall, M. (2013). The dynamics of teacher quality. Journal of Public Economics, 100, 61–78.