Educational background of social studies teachers and its effects on pupils’ academic performance in public junior high schools in Mfantseman Municipality

Abstract

The main purpose of this study was to investigate the educational background of Social Studies teachers and how it relates with pupils’ academic performance in Public Junior High Schools in Mfantseman Municipality. The study was carried out in all the 103 Public Junior High Schools in the Municipality. The researcher’s main focus was on Social Studies teachers’ educational background and pupil’s academic performance. A descriptive survey was used for the study. The sample for the study was made up of all the Social Studies teachers in the Mfantseman Municipality numbering 103. The purposive sampling method was used to collect data. A seven item questionnaire was developed made up of close-end six (6) questions with one likert scale. The results of the study show that majority (41.7%) of social studies teachers have professional status with diploma in education. Most of the teachers have taught for less than ten years. Academic performance of pupils over the last four years (2009-2012) was average and there is a weak positive relationship between educational background of social studies teachers and academic performance of pupils in the Municipality.