Influence of Accountability Pressure on Science, Mathematics and English Language Teachers’ Classroom Practices in Senior High Schools in Ghana

Abstract

In this study I investigated the sources and influence of accountability pressure on science, mathematics and English language teachers, and suggested ways teachers could better adapt their teaching without yielding to teaching to the test practices with its resultant narrowing of the curriculum. The research was conducted within the midlands of Ghana (Ashanti Region) with a cosmopolitan feature. High schools in the Region attract students from all parts of the nation and nearby regions in West Africa. A large sample of teachers (N = 251), made up of 208 males and 43 females were involved in the study. The distributions of teachers in the three core subjects were 87, 88 and 76 for science, English language and mathematics respectively. In this study, the researcher analysed the sources and effects of accountability threats to the various aspects of science, English language and mathematics teachers’ practices in the classroom with means, standard deviations and ANOVA. In the findings, there was pressure on teachers in the three subject categories to increase the performance of students in WAEC examinations. These pressures often came from school administrators, students and parents. It is recommended that school administrators should focus attention on holistic supervision of teachers to develop a well-informed and educated citizenry instead of leading teachers to achieving students’ gains in performance in external examinations. Also, teachers have to be self-efficacious in their day-to-day practices in the classroom and develop proactive attitudes to learning in students rather than drilling and prepping them on test preparation practices.