Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools
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Date
2023
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Publisher
SAGE Open
Abstract
This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed
teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School,
and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were
made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in
quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance
self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general dis course on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in
Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has
some significant implications for teaching practices and the quality of teacher performance assessments across the globe.
Description
Research Article
Keywords
distance mode, Ghana, pre-tertiary, quality teacher performance, teacher-training