Assessing the pedagogical content knowledge of religious and moral education teachers at basic schools in the Komenda-Edina-Eguafo-Abrem Municipality

Abstract

The purpose of this study was to ascertain the degree of Pedagogical Content Knowledge (PCK) among Religious and Moral Education teachers in the Municipality of Komenda-Edina-Eguafo-Abirem. A descriptive survey for the research design was used. The study was made up of RME teachers from public junior high schools in the Central Region. The survey sampled 130 instructors from the K.E.E.A Municipality’s 68 public junior high schools. The researcher selected all RME teachers in schools using the census technique. The data were gathered using two primary instruments. These were questionnaires and checklists of observations. Cronbach alpha coefficient values of 0.898 were obtained for all questionnaire items. The data were analysed using descriptive statistics, including frequencies and percentages, means of means and standard deviations, and independent sample t-tests and ANOVA. The study demonstrated that RME teachers in the K.E.E.A Municipality had better content knowledge. RME teachers possessed Pedagogical Knowledge to promote the spiritual and moral values of young people. However, in K.E.E.A Municipality, teachers who teach experience and gender were not different from evaluating teachers’ pedagogical content knowledge. The report recommended the continuation of in-service training for teachers by RME experts of the K.E.E.A municipality. Ministry of Education should provide teacher educators with state-of-the-art technological resources. Finally, it was recommended that stakeholders in education should encourage female teachers to continue to teach RME and other subjects effectively.