Search

Many countries in Sub-Saharan Africa have used non-traditional teacher education programs to address the perpetual problem of inadequate provision of trained teachers. Using the bioecological systems theory, the present study examined untrained teacher trainees' perceptions about the prospects and challenges of upgrading untrained teachers in Ghana. Participants included 248 untrained teachers (39.4% males, 60.6% females) enrolled in the Untrained Teachers Diploma in Basic Education (UTDBE) program at two colleges of education in the Northern Region of Ghana. A 5-point Likert questionnaire consisting of nine predictors served as the main data source. The predictors were: attitude, program cost, admission requirements, autonomy support, self-efficacy, social support, childcare, curriculum and instruction, and political interference. The questionnaire also elicited the following demographic information: teaching experience, year in program, grade level taught, level of education attained, age, trainees' sex, and marital status. The response variable was the extent to which the UTDBE was achieving its goals. The questionnaire had a Cronbach's alpha of 0.728. The lasso-penalized logistic regression model was used to determine important predictors of the response variable. Overall, 90.72% of the trainees indicated the program was achieving its goals to some degree. The optimal predictive model identified four (4) important predictors: self-efficacy, social support, attitude, and autonomy support in descending order of importance in terms of the extent to which the program was achieving its goals. In conclusion, individual factors, trainees' direct environment, and autonomy-supportive teacher education classrooms influenced untrained teacher trainees' perceptions of the extent to which their teacher education program was achieving its goals.

This paper explored pre-service teachers' perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 119 (25 females, 94 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Northern Region of Ghana. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers' perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 50% of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher's instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.

In the past decade learning outcomes in public basic schools in Ghana have fallen far below the targets of the Ministry of Education as less than a third of primary school children reach proficiency in English or in Mathematics. In the wake of this low performance, there has been a call for the professionalization and strengthening of instructional leadership in Ghanaian basic schools to facilitate effective teaching and learning. Employing qualitative research strategy through interviews, this study sought to investigate instructional leadership practices of 14 school leaders in the basic schools of one educational district of Ghana. The study found limited shared instructional leadership aimed at improving instruction. It seems instructional leadership was related to managerially focused idiosyncratic teaching and learning practices underpinned by behaviourism. Head Teachers had entrenched a leadership culture driven by central policies and expectations.

Regular participation in physical activity can improve students' health and academic achievement. It is important to develop a positive attitude toward participation in regular physical activity early in life. Thus, an understanding of factors that affect the activity levels of young children is essential. Therefore, the purpose of the study was to examine what kindergarten teachers perceived as barriers to teaching movement and physical activity. Participants included a purposive sample of 79 teachers from one district in the Upper West Region of Ghana. An 11-item served as the main data source. The questionnaire utilized a 5-point Likert scale. Data were analyzed using descriptive and inferential statistics. Results showed class sizes ranging from 12-161 pupils per teacher. The teachers identified lack of resources (62.0%), lack of support from other teachers (36.80%), lack of time (25.30%), and inadequate training (25.30%) as the major barriers to teaching movement and physical activity. Independent t-Test and One-Way ANOVA analyses found gender, class taught, and professional qualification did not significantly influence teachers' perception of barriers to teaching movement/physical activity. There is the need for teacher education institutions in Ghana to prepare early childhood physical education specialists.

In Ghana, research has shown that educational reforms over the years have ignored the importance of school leadership development, and there are currently very few reform initiatives that address the need to develop the leadership proficiencies and skills of school leaders. This study sought to investigate how school leaders, who include headteachers, assistant headteachers, and form masters, in such contexts develop their leadership skills following their appointment into their new roles. A mixed-methods approach was employed in gathering both quantitative and qualitative data concurrently from three groups of leaders in the basic schools of one rural educational district in Ghana. Results from the study showed that the professional development activities (PDAs) that the leaders employed for their development were mostly informal and self-directed learning methods. There were only limited formal leadership development programmes for the leaders working within any of the rural district basic schools represented in the study. The study concludes that to strengthen school leadership in basic schools in the selected district, educational authorities would need to learn from international best practice to initiate sustainable PDAs to strengthen the leadership capacities of leaders to promote effective teaching and learning in schools.

The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana. [ABSTRACT FROM AUTHOR]

The article focuses on the evolution of contemporary painting in Ghana since its independence in 1957, employing the concept of "morphing" to describe the gradual transformation of artistic styles and identities. It identifies three generations of Ghanaian artists, delving into their unique approaches and thematic shifts. It specifically examines the contributions of artists Rikki Wemega-Kwawu and Brother Owusu-Ankomah from Sekondi-Takoradi, challenging the historical oversight of this urban center in Ghanaian art history.

Ghana launched a new physical education curriculum for primary schools in 2019 as part of its educational reforms at the pre-tertiary level. We analyzed the new curriculum in terms of its philosophy and curriculum organization. The strengths of the new curriculum included its comprehensive nature, alignment with the national content standards, and its interdisciplinary learning approach. Two main challenges facing the new curriculum are a lack of teacher support and teacher education. Inservice classroom teachers lacked technical support, teaching-learning resources, and training to implement the curriculum. Teacher education programs at the universities lacked programs or courses that focused on early childhood or primary physical education content and methodologies. In addition to senior high school content, universities need to offer programs and/or courses that focus on early childhood and/or primary physical education. Also, colleges of education should offer specialism physical education programs for kindergarten, primary, and junior high schools to ensure efficient use of manpower and resources. [ABSTRACT FROM AUTHOR]

Background: Currently, there is limited evidence on estimates for physical activity (PA) behavior and sedentary behavior (SB) in Ghana. This report card (RC) is intended to increase awareness and sensitivity about issues surrounding PA and SB in Ghana. Methods: Data were collected from peer-reviewed literature, graduate students' theses, physical education and sports documents, and a survey of opinions of stakeholders covering the 10 key RC indicators and benchmarks. The principal investigator harmonized all grades. A consensus meeting of the RC team was held to assign the final grades. Results: School and Community grades declined from a D in 2014 to an F in 2016. SB declined from B to D. Family and Active Play were not graded in 2014 and now received an F and a B, respectively. Family and Built Environment were graded F, Active Transportation received a C, and Government and Overall PA were graded D. Conclusions: A conscious national investment effort can increase overall PA among children. [ABSTRACT FROM AUTHOR]

Background: Limited evidence exists on indicators of physical activity (PA) and guidelines for children and youth in Ghana, despite the growing burden of physical inactivity, obesity, and related morbidity. A baseline description of PA indicators of Ghanaian children and youth is hereby presented in the 2014 Ghanaian Physical Activity Report Card. Methods: Data for the report card were obtained from a very limited available literature on PA among children and youth in Ghana. PA experts independently assigned grades to indicators based on available evidence, which were then harmonized and agreed to by group consensus. Results: The report card is based on limited evidence. Thus, 2 indicators were not graded (Active Play, and Family and Peer Support). For sedentary behavior, a B grade was assigned based on evidence from the 2012 Ghana School Health Survey which indicated that 21% of children and youth were sedentary. Organized Sports was graded a C, while the remainder of indicators (Overall PA levels, Active Transportation, School, Community, and Government) were graded a D. Conclusions: About one-third of Ghanaian children and youth engage in inadequate PA. More research on PA behavior and enabling environments is needed to better grade the indicators of PA in the future and to inform policy and interventions in Ghana. Appropriate school physical education and after-school sports policies and programs are warranted. [ABSTRACT FROM AUTHOR]

There is little information regarding factors that determine dietary diversity among pregnant women in Ghana. The present study, therefore, sought to assess the independent predictors of dietary diversity and its relationship with nutritional status of pregnant women in the Northern Region of Ghana. The present study was an analytical cross-sectional survey involving 423 pregnant women in different stages of gestation. The 24-h dietary recall method was used to assess minimum dietary diversity for women (MDD-W), and nutritional status was assessed using mid-upper arm circumference (MUAC) measurements. Binary logistic regression was performed to assess the association between maternal dietary diversity and maternal thinness and a P value of <0⋅05 was considered statistically significant. Of the 423 women, 79⋅9 % (95 % CI 76⋅1, 83⋅7) met the MDD-W and the prevalence of undernutrition among the pregnant women was 26⋅0 %. The analysis showed that women of low household wealth index were 48 % less likely (AOR 0⋅52, CI 0⋅31, 0⋅88) of meeting the MDD-W, whereas women from households of poor food insecurity were 88 % less likely (AOR 0⋅12, CI 0⋅05, 0⋅27) of achieving the MDD-W. Women of low household size were three times more likely of meeting the MDD-W (AOR 3⋅07, CI 1⋅13, 8⋅39). MDD-W was not associated with maternal underweight during pregnancy. In conclusion, the results of the present study showed that food insecurity and not low MDD-W, associated with mothers' thinness (underweight) during pregnancy in peri-urban setting of Northern Ghana. [ABSTRACT FROM AUTHOR]

The article presents results from Ghana's 2018 Report Card on Physical Activity for Children and Youth. It mentions indicators on the basis of which grades are assigned including organized sport participation, active transportation, and sedentary behavior. The report card reflects on the need of a more coordinated strategic approach to physical activity promotion to increase physical activity levels for better health.

Assessment is lacking in many physical education classes. Rather, many teachers base evaluations on student behavior and participation. The primary purpose of the study was to describe Ghanaian secondary physical education teachers' assessment practices. Participants included a purposive sample of 63 secondary physical education teachers (43 males and 20 females). An open-ended questionnaire served as the main data source. Data were analyzed using qualitative content analysis (Patton, 2002), comprising of both inductive and deductive analyses. The inductive analysis indicated that teachers used the following assessments in their practical lessons: teacher observation, skill test, knowledge test, demonstration, peer observation, and oral report. Similarly, they reported utilizing three types of assessment practices in their theory lessons: knowledge test, individual project, and essay. The deductive analysis indicated that the highest percentage of assessment practice utilized by the teachers in practical lessons was teacher observation (70.11%), while that with the lowest percentage was oral report (1.15%). Teachers also reported knowledge test (81.43%) and individual report (7.14%) as the highest and lowest percentage of assessment practices used in their theory lessons respectively. Most of the teachers in this study used assessment for documenting learning, rather than for accountability purposes. In-service professional development programs for physical education teachers should stress the use of wide range of assessment practices. [ABSTRACT FROM AUTHOR]