Exploring Teacher Characteristics for Effective Teaching of Physics in Senior Secondary Schools in Liberia

Abstract

This study explores the characteristics of physics teachers that contribute to the effective teaching of physics in senior secondary schools in Liberia. It also examines how physics teachers’ perceptions vary based on years of experience, gender, and school type. To accomplish this objective, a triangulation mixed-methods design was implemented. Data was collected from 100 physics teachers using a census technique through a questionnaire and a focus group interview. Descriptive statistics such as means, standard deviation, frequencies, and percentages were used to analyze the quantitative data. The focus group discussion data, which provided further explanation of the quantitative data, was analyzed thematically. The study results revealed that physics teachers' characteristics in the Western Region of Liberia are prioritization of lesson preparation, instructional planning, innovative teaching methods, and assessment strategies. The study also found that there was a statistically significant difference in teacher characteristics across different teaching experiences. Furthermore, the study found no significant gender difference in physics teachers' priorities. Promoting gender-inclusive teaching practices and mentorship programs, schools should adopt adaptable teaching approaches that consider contextual factors and resource constraints for physics education.