Abstract:
This study seeks to assess the influence of academic and professional qualifications
on lecturer’s appreciation of content, teaching skills and the amalgamation of the
two at Cape Coast Technical University. The descriptive cross-sectional survey was
used to carry out the investigation. A proportionate random sampling procedure
was used to select 119 lecturers who have taught for two semesters and more.
Primary data was gathered through questionnaires. The data were analysed using
factorial ANOVA, frequency counts, percentages, means, and standard deviation.
The findings showed that the highest academic qualifications attained by most
lecturers at CCTU were MPhil and PhD degrees, and most of the lecturers were
professionally trained teachers. Also, the study revealed that the lecturers’ expertise
in content, general pedagogy and PCK were high. However, academic and
professional qualifications did not significantly influence lecturers’ content
knowledge (CK), pedagogical knowledge (PK) and PCK. It is therefore
recommended that GTEC, MoE and the Dean of Schools design tailor-made
courses for the nonprofessional lecturers to be upgraded with the requisite teaching
qualifications to enhance their teaching.
