Senior High School science teachers in-service needs in science instruction a comparison across gender, school location and area of specialization in the Central Region of Ghana

Abstract

The research design employed in this study was a survey research design using a questionnaire as the instrument. This study was descriptive in nature. This had been designed to identify and establish Ghanaian Senior High School Science Teachers’ In-service Needs’ across Gender, School location and Area of Specialisation. The instrument used to collect data was a questionnaire on Science Teachers Inventory of Needs (STIN) which was adapted to suite the Ghanaian context. The target population was made up of all Senior High School science teachers in Ghana. Teachers in certain parts of the Central Region of Ghana which comprised of the Komenda Edina Eguafo Abrem , Cape Coast , Abura Asebu Kwamankese, Assin South and Assin North districts, municipal and metropolitan assemblies (MMDA’S). The reliability of the science teachers’ needs assessment instrument was ascertained using the internal consistency approach. This was to reduce costly mistakes and prevent threat to validity of the research through the use of Cronbach alpha. Data was collected from 29th November, 2010 to 11th March, 2011.It was also realised from the data that the topmost priority of science teachers’ in-service needs was the integration of multimedia technology into science instruction. Based on the findings, it was recommended among others that frequent in-service training should be organised for Senior High School science teachers to update and refresh their knowledge in science. This study therefore provides meaningful empirical evidences of effective in-service programmes in the process of upgrading science teachers’ professionalism in Ghana. These recommendations when put into action will assist Senior High School science teachers in their lessons and career as a whole.