Exploring Teacher Quality and Effective Teaching of Social Studies in Junior High Schools in Ghana

Q2 Social Sciences

International Electronic Journal of Elementary Education Pub Date : 2022-01-01 DOI:10.11648/j.ijeedu.20221101.12

Georgina Asibey, David Arhin

引用次数: 0

Abstract

: Variances in various definitions support the combined differences in ways of measuring teachers’ quality and teaching effectiveness, can even yield inconsistent findings of educational proficiency. The purpose of this study was to explore teacher quality and effective teaching of Social Studies in junior high schools in Ghana. The target population was 225 teachers. However, sample size was 142 teachers which was sampled through proportionate stratified sampling procedure. The study employed a descriptive survey design

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加纳初中社会学科教师素质与有效教学探析

不同定义的差异支持了衡量教师质量和教学效果的方法的综合差异，甚至可能产生不一致的教育熟练程度调查结果。本研究旨在探讨加纳初中社会学科教师素质与有效教学。目标人群是225名教师。本研究样本量为142名教师，采用比例分层抽样方法。本研究采用描述性调查设计

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Electronic Journal of Elementary Education Social Sciences-Education

CiteScore

1.90

自引率

0.00%

发文量

审稿时长

12 weeks

期刊介绍： As an international, multi-disciplinary, peer-reviewed, open-access journal, IEJEE provides a platform for the publication of scientific research in the all areas of education on elementary grades. IEJEE is a multidisciplinary journal, committed to no single approach, discipline, methodology or paradigm. It is concerned with elementary education in general and devoted to all concerned with elementary education. IEJEE welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. The major criteria in the review and the selection process concern the significance of the contribution to the area of elementary education.