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.
Description:
A Thesis in the Department of Educational Leadership, Faculty of Education and Communication Sciences, submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirement for award of the Master of Philosophy (Educational Leadership) degree
AUGUST, 2021