Preservice teachers’ personal values and their teaching effectiveness in Ghana

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-06-11 DOI:10.1016/j.ijedudev.2025.103333

Leticia Sam , Emmanuel Dorsah , Samuel Yaw Ampofo , Richard Asumadu

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Abstract

The study examines the relationship between preservice teachers’ personal values and their teaching effectiveness in Ghanaian Universities. The study employed a correlational cross-sectional survey design with a quantitative approach, involving 387 final-year preservice teachers. The study used a questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers possess universalism, security, stimulation, and confirmatory values, and these values help them achieve better results in the classroom. Finally, it was revealed that preservice teachers’ personal values have a positive and significant relationship with their teaching effectiveness (r = .62, p < .01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom.

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加纳职前教师的个人价值观及其教学效果

本研究考察了加纳大学职前教师的个人价值观与其教学效果之间的关系。本研究采用相关横断面调查设计与定量方法，涉及387名最后一年的职前教师。该研究采用问卷调查的方式收集受访者的数据。采用均值、标准差和Pearson积差相关对数据进行分析。结果表明，职前教师表现出高水平的教师相关行为、关系专业知识和主题专业知识，使他们的教学有效。结果再次表明，职前教师具有普遍性、安全感、激励性和确认性价值观，这些价值观有助于他们在课堂上取得更好的成绩。最后，发现职前教师的个人价值观与教学效能有显著的正向关系（r = ）。62, p & lt; . 01)。建议教育工作者应采取措施，在职前教师的预备课程中培养和培养各方面的积极价值观，以实现有效的课堂教学。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.