Effect of instructional collegiality on teachers’ effectiveness in faith-based junior high schools in the Kumasi Metropolis

Abstract

The study investigated the effect of instructional collegiality on teachers’ effectiveness in faith-based Junior High Schools in the Kumasi Metropolis. Objectives of the study were to establish the existence of instructional collegiality, the effectiveness of teacher collegiality, find out how instructional collegiality affect teachers’ effectiveness, and to significance of instructional collegiality among teachers in faith-based schools in the Kumasi Metropolis. A descriptive survey design was employed for the study using the quantitative approach. The target population for the study comprised all the 460 teachers in the 38 faith-based Junior High schools. The simple random sampling technique was used to select 172 teachers for the study. Closed-ended questionnaire was used to collect data for the study. The data were computed and analysed descriptively using the Statistical Package for Social Sciences (SPSS). The study found, among others, that teachers considered and responded appropriately to feedback received from colleagues, and collectively analyzed their teaching practice. There was a positive relationship between instructional collegiality and teacher effectiveness. Availability of openness to different opinions and presence of teachers’ sense of responsibility were some of the factors that show effect of instructional collegiality on teacher effectiveness. Based on the findings the study recommends that the Metropolitan Director of Education should organize training workshops for school heads and teachers to address effective instructional collegiality to improve the success of the school.