Abstract:
This study is a response to findings that have shown the importance of teachers’ philosophy,
teaching styles and ICT use in impacting student learning outcomes. The study adopted an
exploratory case design to explore the philosophical foundations, teaching styles and the levels
of ICT use of six high school mathematics teachers in Ghana. Data for the study was collected
using semi-structured interviews. The study found that the high school teachers used mainly the
teacher-centered teaching approaches in which they dominate classroom instruction by
disseminating knowledge to their learners. In spite of its perceived potentials, the study also
reported low usages of ICT in instructional delivery among the teachers. Interestingly, the
philosophy of teaching reported in the study by the teachers resonates with their current teaching
style and ICT usage levels; the study found that the high school mathematics teachers hugely
subscribed to the absolutist philosophical views of teaching mathematics which takes root in
teacher-dominated teaching approaches. Consequently, the study reiterates that if teachers hold
philosophical views that support the absolutist school of thought, they are likely to use delivery
strategies which do not support ICT use but position the teacher to assume a central role in the
instructional processes.
