Teacher Characteristics and Students’ Academic Performance in Christian Religious Studies (Crs) in Senior High Schools in the Cape Coast Metropolis

Abstract

ABSTRACT Quality teacher is one of the key school related factors that significantly affect students’ academic achievement. The study was conducted to analyze the effect of the characteristics of teachers on the academic performance of students in Christian Religious Studies (CRS) in Senior High Schools in the Cape Coast Metropolis. Descriptive, explanatory survey template was used in the analysis. The study population was all CRS students and questionnaire were distributed to 458 students out of 10464, using proportionate random sampling technique. Inferential statistics (Pearson Correlation and Multiple linear regression) were used to evaluate the collected data. There were statistically significant correlations teachers’ professional knowledge, professional practice, and professional value and attitude and the students’ academic performance in CRS. The study further revealed that teacher characteristics (professional knowledge, professional practice, and professional value and attitude) were statistically significant in predicting and influencing students’ academic performance in CRS, and teachers’ professional knowledge was the highest predictor. The study recommended that the Ministry of Education (MoE) in partnership with the Ghana Education Services (GES) should continue to organize seminars and workshops to develop teachers’ professional knowledge, professional practice and professional values and attitudes, to enlighten teachers more on the advantages of innovative and instructional practices that are geared towards students’ learning.