Understanding the Dynamics of Teachers’ Quality and Students’ Acquisition of Quality Learning at the Basic School Level in the Accra Metropolis

Abstract

The purpose of this study is to provide an understanding as to how the inadequacy of quality trained teachers at the Junior High School Level in both public and private schools affects students’ acquisition of quality learning. Guided by literature on the dynamics of teachers’ quality and students’ acquisition of quality learning at the basic school, data was collected from forty-one basic school teachers in the Accra Metropolitan area using a self-administering questionnaire and analyzed descriptively. Based on the analysis, nine best practices that guided the success of quality trained teachers and contributed to students’ achievement were identified. These included: completion of formal training in a recognized educational institution and also being certified to teach, having positive behavior and knowledge of the curricular, knowledge and skills through teacher professional development, better disposition and understanding of the subject matter, pedagogical orientation and teachers decisiveness in the classroom. Based on the findings, it was concluded that the success of quality trained teachers was guided by nine best practices that range from teacher certification to teacher decisiveness in the classroom. It is recommended that these identified nine best practices be documented and further developed by policy makers to enhance the quality of teaching and learning at the Junior High School level in both private and public schools.