Abstract:
The purpose of the study was to explore the classroom challenges teachers face in
Bosomtwe District of Ashanti Region. The descriptive survey design was used for the
study. The research population for the study comprised all teachers in public senior high
schools in Bosomtwe District. Purposive sampling was used to select a sample of 115
respondents from three public senior high schools in the District for the study. Instrument
used for data collection was the closed-ended questionnaire with a total reliability of 0.76.
Frequencies, grand mean, percentages and bar graphs were used to interpret and explain
the data. The result of the study revealed that 64 (53.2%) of the respondents have
personal skills challenges in the study area. In addition, it came out of the study that
majority of the teachers 50 (43.00%) have problems on academic skills. It was again
revealed that 53(45.00%) of the respondents have teaching and learning resources
challenges. Based on the findings, it was recommended that teaching and learning
resources should be provided by the government at second cycle institutions in the study
area to enhance teaching and learning. The study again recommended that teachers should
be abreast of content knowledge by organizing frequent workshops for them in order to
improve upon their academic skills in the study area, not only that but also on their
personal skills in order to improve on their personal skills challenges.
Description:
A Project Report 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 requirements
for award of the Master of Arts (Educational Leadership) degree