Abstract:
In this study I investigated the sources and influence of accountability pressure on
science, mathematics and English language teachers, and suggested ways teachers
could better adapt their teaching without yielding to teaching to the test practices with
its resultant narrowing of the curriculum. The research was conducted within the
midlands of Ghana (Ashanti Region) with a cosmopolitan feature. High schools in the
Region attract students from all parts of the nation and nearby regions in West Africa.
A large sample of teachers (N = 251), made up of 208 males and 43 females were
involved in the study. The distributions of teachers in the three core subjects were 87,
88 and 76 for science, English language and mathematics respectively. In this study,
the researcher analysed the sources and effects of accountability threats to the various
aspects of science, English language and mathematics teachers’ practices in the
classroom with means, standard deviations and ANOVA. In the findings, there was
pressure on teachers in the three subject categories to increase the performance of
students in WAEC examinations. These pressures often came from school
administrators, students and parents. It is recommended that school administrators
should focus attention on holistic supervision of teachers to develop a well-informed
and educated citizenry instead of leading teachers to achieving students’ gains in
performance in external examinations. Also, teachers have to be self-efficacious in
their day-to-day practices in the classroom and develop proactive attitudes to learning
in students rather than drilling and prepping them on test preparation practices.
