Abstract:
The study examined the influence of instructional quality on accounting trainee-teachers’ effectiveness in Ghana, taking into consideration the mediating role of trainee-teachers’ academic self-discipline. The study also compared conventional and non-conventional modes of instructional delivery. Cross-sectional survey design with mixed methods approach was used. The sample was 626, made up of 576 final year trainee-teachers, 42 mentors and eight duty bearers. Questionnaires and interview guide were the instruments used. The quantitative data were analysed using multivariate analysis of variance (MANOVA), hierarchical multiple regression analysis and Hayes (2018) mediation analysis while the qualitative data were analysed thematically. The study revealed that trainee-teachers from conventional mode are able to demonstrate good instructional qualities and high level of professional values, attitudes, knowledge and practices that promote learner interactions as compare to those from non-conventional mode. The study concludes that the higher the instructional quality imbibed by a trainee, the higher he/she is able to demonstrate high level of effectiveness in the delivery of education, a phenomenon which will make him/her become a competent teacher. However, this influence becomes more potent when they are able to possess high level of academic self-discipline. Thus, academic self-discipline is able to mediate the relationship between instructional quality and trainee-teachers’ effectiveness. It is recommended to management of the universities through the head of departments/units to enhance the measures put in place to boost the academic self-discipline of trainees through effective mentoring and counselling interventions.
