An Investigation of Pre-Tertiary In-Service Science Teachers‟ Perception of and Compliance with The National Teachers‟ Standards for Ghana

Abstract

This study investigated the perceptions and compliance levels of pre-tertiary in-service science teachers in Ghana with the Ghana National Teachers' Standards (NTS) to inform policy interventions and professional development strategies to enhance educational quality. The study employed qualitative and quantitative methods in an exploratory sequential multi-method design using cross-sectional surveys and interviews. Data was collected through questionnaires, lesson observation guides, and interviews. Proportionate stratified random sampling was used to select 360 pre-tertiary in-service science teachers from public Upper Primary, Junior High, and Senior High Schools across 10 districts in the Greater Accra Region for the study. The quantitative data analysis through descriptive statistics and qualitative data thematic coding and content analysis revealed a significant lack of science teachers‟ compliance with the NTS, particularly in implementing the science curriculum. The essential competences specified in the NTS were notably absent in the teachers‟ practices due to teachers' negative perceptions of the document. Teachers' inability to demonstrate the expected competences was because of their difficulty understanding the NTS, inadequate dissemination, insufficient sensitization, and a general lack of understanding among teachers. To address these challenges, this study proposed targeted interventions that recommend comprehensive professional development initiatives facilitated by the National Teaching Council (NTC) and Ghana Education Service (GES). A Continuous Professional Development plan and the use of Professional Learning Communities are suggested to empower teachers with the knowledge and skills required to integrate NTS principles into their teaching and assessment practices.