Influence of Religious and Moral Education Teachers‟ Religious Literacy and Multicultural Teaching Competency on their Teaching Self-Efficacy

Abstract

The drive of this study was to determine the influence of religious and moral education teachers‟ religious literacy and multicultural teaching competency on their self-efficacy in the Accra Metropolis. Cross-sectional survey design was employed in carrying out this study. The census method was employed to select 441 RME teachers and a questionnaire was used as data collection instrument. Mean and standard deviations were used to analyse research questions one to three. Structural equation modelling (SEM) generated from Smart-PLS 4.0 was used to analyse the hypothesis. The study found that RME teachers in public basic schools in the Accra Metropolis have high levels of religious literacy, multicultural teaching competence and teaching self-efficacy. It was also noticed that the religious literacy of RME teachers had a statistically significant positive influence on their teaching self-efficacy. In addition, it was discovered that multicultural teaching competence of RME teachers had a statistically significant positive influence on their teaching self-efficacy. Finally, the study found that religious literacy and multicultural teaching competence of RME teachers had a statistically significant influence on their teaching self-efficacy. The study recommended that Ghana Education Service should ensure that teachers who are assigned to teach RME in basic schools are those who majored in the subject. It was also recommended that the Ministry of Education through the Ghana Education Service should ensure that teachers are who were exposed to courses that could give them diverse cultural inclinations like RME to teach the subject. Finally, it was recommended that Ghana Education Service should ensure that those who teach RME in basic schools are professional teachers.