In-service needs of primary school teachers in science towards the implementation of the standards based curriculum

Abstract

The purpose of the study was to identify Primary school teacher’s in-service needs in Science towards the implementation of the standards-based curriculum in the Kintampo North Municipality of the Bono East Region. The study employed Sequential Explanatory Mixed Method Design with a sample of 240 primary school teachers. An adapted Science Inventory of Needs (STIN) and interview guide was used to seek their prevalent in-service needs. The questionnaire had six dimensions, namely management of science instruction, diagnosing and evaluating students, generic pedagogical knowledge and skills, knowledge and skills in science subjects, administrating science instructional facilities and equipment and planning science instruction. Descriptive statistics, thematic analysis and Chi square test were used to analyse the data. The results indicated that the highest rated prevalent in-service needs were generic pedagogical knowledge and skills and planning science instruction with diagnosing and evaluating students as the least. The Chi square tests, conducted at the 0.05 level of significance, showed that there were statistical differences between urban teachers’ inservice needs in favour of the Primary school teachers from rural schools in science for knowledge and skills in science subjects, administering science instructional facilities and equipment, planning activities in science instruction and school location, gender has influence on the perceived professional development needs of primary school teachers. The male teachers expressed more need for professional development than their female counterpart. The study recommended among others that for an effective professional development, the organisers assess prevalent in-service needs of the teachers before planning to solicit the teachers’ participation and for meaningful professional development programme.