Abstract:
This study investigated the perceptions and compliance levels of pre-tertiary
in-service science teachers in Ghana with the Ghana National Teachers'
Standards (NTS) to inform policy interventions and professional development
strategies to enhance educational quality. The study employed qualitative and
quantitative methods in an exploratory sequential multi-method design using
cross-sectional surveys and interviews. Data was collected through
questionnaires, lesson observation guides, and interviews. Proportionate
stratified random sampling was used to select 360 pre-tertiary in-service
science teachers from public Upper Primary, Junior High, and Senior High
Schools across 10 districts in the Greater Accra Region for the study. The
quantitative data analysis through descriptive statistics and qualitative
data thematic coding and content analysis revealed a significant lack of
science teachers‟ compliance with the NTS, particularly in implementing the
science curriculum. The essential competences specified in the NTS were
notably absent in the teachers‟ practices due to teachers' negative perceptions
of the document. Teachers' inability to demonstrate the expected competences
was because of their difficulty understanding the NTS, inadequate
dissemination, insufficient sensitization, and a general lack of understanding
among teachers. To address these challenges, this study proposed targeted
interventions that recommend comprehensive professional development
initiatives facilitated by the National Teaching Council (NTC) and Ghana
Education Service (GES). A Continuous Professional Development plan and
the use of Professional Learning Communities are suggested to empower
teachers with the knowledge and skills required to integrate NTS principles
into their teaching and assessment practices.
