Assessing The Performance Of Newly Trained Teachers In Ghana Teachers’ Licensure Examination

Abstract

The Education Regulatory Bodies Act 2020 (ACT 1023) mandates newly trained teachers to pass a standardized test to be licensed as professional teachers in Ghana. The policy on writing the Ghana Teachers’ Licensure Examinations (GTLE) commenced in 2018. Within the first four years of (2018- 2021), 15,979(23.15%) out of 69,034 newly trained teachers who wrote the GTLE in the Central Region failed on their first attempt. This necessitated the study to identify the factors affecting the performance of newly trained teachers in the GTLE. Convergent Parallel Mixed Method Design was used to collect data and determine the variables influencing newly trained teachers’ performance. The research included one NTC official and 421 newly trained teachers. Four hundred and thirteen (413) of the newly trained teachers were drawn through simple random sampling to respond to questionnaires. 8 of the newly trained teachers who failed the GTLE and the NTC official were drawn through purposive sampling for interviewing. Descriptive statistics such as frequencies and percentages were used to analyze the quantitative data while the qualitative data was analyzed thematically. The study revealed that the NTC did not offer any official study guide. Examinees depended on unverified materials that did not follow the GTLE’s format. Also, examinees were not tested on their subjects of specialization. Additionally, examinees wrote the examination long duration after their training. Some respondents also alleged that examination scripts were not rightly marked. The study recommended that the NTC should make available related sample licensure materials and past GTLE papers to examinees. Specific subject areas for subject teachers should be examined. The NTC should also employ script checking to ensure proper marking of scripts.