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

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Justice Kwame Sibiri
Frederick Atigah

Abstract

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.

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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. https://doi.org/10.47434/JEREDA.3.1.2022.37

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