Influence of accounting teachers’ pedagogical content knowledge on lesson delivery: the moderating role of teacher characteristics

Abstract

The main objective of the study was to examine the influence of Accounting teachers’ PCK on their lesson delivery as well as the moderating of the teacher characteristics in this relationship in the Senior High Schools within Cape Coast Metropolis. The study employed a descriptive survey designed rooted in the quantitative approach. The census method was used to include all 53 Accounting teachers in the Cape Coast Metropolis. The data was collected using a questionnaire. The questionnaire employed a four-type Likert type of scale. The data was analysed using descriptive statistics (means, standard deviations, frequencies and percentages) and inferential statistics (Regression and Hayes’ moderation analysis). The result revealed that PCK was high among Accounting teachers, but teachers’ knowledge of learning theories was seen as the dominant PK among teachers. Again, Accounting teachers had high levels of lesson delivery but assigning learners diverse tasks and allowing students who work faster to proceed to the next task were not present in the teacher’s mode of lesson delivery. Moreover, Gender, age, and teaching experience did not moderate the relationship between Accounting teachers’ PCK and their lesson delivery. The study concluded that PCK and the level of lesson delivery of Accounting teachers were high. The small sample size might have been the reason for gender, age and teaching experience not moderating the relationship between PCK of teachers and their lesson delivery. Therefore, in-service training should be frequently organised for teachers to update their PCK. Headteachers should supervise lessons and lesson plans to ensure high-quality lesson delivery. MOE and GES should organise workshops for teachers to equip them with current pedagogies.