The quality of classroom instruction of religious and moral education teachers: Do their academic qualifications, professional qualifications and teaching experiences make a difference?

Eric Mensah; Bismark Sagoe; Gladys Coleman; Ebenezer Kyei Baffour; Joyce Muminu

doi:10.51867/AQSSR.2.4.37

Authors

Eric Mensah University of Cape Coast, Ghana Author https://orcid.org/0000-0003-2362-8493
Bismark Sagoe University of Cape Coast, Ghana Author https://orcid.org/0009-0007-6732-6549
Gladys Coleman University of Cape Coast, Ghana Author https://orcid.org/0009-0009-8910-5442
Ebenezer Kyei Baffour University of Cape Coast, Ghana Author https://orcid.org/0009-0002-9440-0162
Joyce Muminu University of Cape Coast, Ghana Author https://orcid.org/0009-0005-8932-9797

DOI:

https://doi.org/10.51867/AQSSR.2.4.37

Keywords:

Academic Qualification, Moral Education, Professional Qualification, Religious, Teaching Experience, Teachers, Quality Classroom Instruction

Abstract

Effective teaching is considered a key contributor to successful students’ outcomes. A cardinal determinant of effective teaching is the quality of the classroom instruction (QCI) of teachers. Literature hints that QCI is influenced by teachers’ academic qualifications (AQ), professional qualifications (PQ), and their years of teaching experience (TE). Using the self-determination theory, this study sought to examine the influence of Religious and Moral Education (RME) teachers’ AQ, PQ, and TE on their QCI within the Ghanaian context. The descriptive cross-sectional design was employed. Through the census method, all 170 RME teachers at Elmina were involved. A structured observational checklist was adopted for the study (reliability coefficient of .84). Descriptive (frequency, percentages, mean, and standard deviation) and inferential statistical tools (factorial ANOVA, ANOVA) were used to analyse data. The results indicated that the RME teachers have a moderate level of QCI. It was discovered that RME teachers’ AQ, PQ, and TE combined brought about differences in their QCI. It was recommended that teacher education institutions in Ghana should ensure that pre-service training programmes emphasise both subject-specific pedagogy and reflective practice. Ghana Education Service (GES) should strengthen teacher deployment policies to ensure proper alignment between teachers’ specialization and the subjects they teach. It is also recommended that regular in-service training and short courses in RME pedagogy be provided for teachers who were not originally trained in the subject. Stakeholders are therefore called on to institutionalise structured programmes focusing on innovative RME pedagogy, classroom interaction, and student engagement strategies.

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