Abstract:
The main focus of the study was to examine the opinion of JHS Social Studies teachers’
professional identity in four randomly selected districts in Central Region, Ghana. To
arrive at this objective, five research questions were posed and two hypotheses formulated.
Simple random sampling technique was used in selecting four districts in Central Region
and 171 schools from which 171 Social Studies teachers in public junior high schools were
purposively selected for the study. A four-point Likert type scale questionnaire was used
to gather data from 171 JHS Social Studies teachers. The internal consistency of the
questionnaire was ascertained using the Cronbach’s alpha which generated a reliability
coefficient of 0.73. The design adopted for this study was descriptive cross-sectional
survey design. Data collected was analysed using frequency, percentage, mean, standard
deviation and the t-test and ANOVA were used in analysing the two hypotheses
formulated. From the analyses of the data it was evident that, JHS Social Studies teachers
in Central Region, had a high opinion of professional knowledge, professional values,
professional skills and professional reflective practice as indicators of Social Studies
teachers’ professional identity. They, however, perceived inadequate resources, difficulty
in teaching integrated subjects and the low regard for Social Studies teachers as challenges
that influenced the identity of Social Studies teachers. The study also revealed significant
differences between males and female JHS Social Studies teachers’ professional values;
significant differences in professional values on the bases of their teaching experiences was
also evident. Based on the findings, it was recommended among other things that the
district education directorate and Social Studies teachers themselves identify opportunities
to acquaint themselves with current knowledge, values, skills and constantly reflect on their
practices to enable them demonstrate attributes that would set them apart from teachers of
other subjects. Besides, social studies teachers should be creative in developing resources
themselves and use more internet resources to make teaching more interactive.
Description:
A THESIS IN THE DEPARTMENT OF BASIC EDUCATION, FACULTY OF
EDUCATIONAL STUDIES, SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN PARTIAL
FULFILMENT OF THE REQUIREMENT FOR THE AWARD OF THE MASTER
OF PHILOSOPHY (BASIC EDUCATION) DEGREE