ASSESSING THE QUALITY OF ECE TEACHERS IN GHANA: JUXTAPOSING THEORY TO PRACTICE

Samuel Oppong Frimpong

Abstract


The quality of a preschool is a replica of its teachers. Thus, the specific training teachers have attained in Early Childhood Education plays an important role in their daily practices. Nevertheless, concerns have been raised in Ghana and Sub-Saharan Africa about the quality of ECE teachers. Consequently, convergent design of mixed methods was employed to juxtapose what we know to be the ideal quality of the ECE teacher and the current state of their quality. Using purposive, cluster, simple random and convenience sampling techniques, the study sampled 182 participants from Ga-South and Accra Metro in Ghana. Data in the form of questionnaire, interview and observation were collected. The questionnaire responses were analysed through simple descriptive statistics expressed in percentages and thematic analysis was used for the interview and observation data. Findings from this study confirms the weak training background of the participants. The majority of them had professional training up to diploma level and a reasonable number did not have any qualification at all in ECE training. The participants dominated their teaching and learning process with less learner engagement. In view of the findings, ECE teachers should be specifically trained in ECE methodologies and approaches. They should employ a child-centred mode of instruction and involve their learners in the teaching and learning process in order to promote active involvement and facilitate their learning. Feedback should also be provided to learners.

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Keywords


assessing, quality, early childhood education, juxtaposing, practice

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i12.3505

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