@Article{crph190,
AUTHOR = {Nyantakyi, Francis and Otoo, Alexander Kingsford and Kwarteng, Patrick and Anim, Cynthia and Adams, Francis Hull},
TITLE = {Appraisal of Social Studies Teachers’ Conceptions and Efficacy Beliefs in Ghana: Teaching Effectiveness},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {1},
PAGES = {32-38},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/190},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2022.190},
ABSTRACT = {The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. The study focused on how teachers’ conception of Social Studies affect their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the study comprised of fifty-two (52) JHS Social Studies teachers. In this study the accessible population was the same as the target population. All the fifty-two (52) teachers teaching Social Studies in the Tano South district were used for the study. Purposive sampling technique was used to sample the respondents for the study. The data for the study was collected using the observation guide, questionnaire and teacher sense of efficacy scale adapted from Tschannen-Moran and Hoy, (2001). Mean, percentages, ranges and correlation were used to analyse the data using SPSS. The findings of the study showed that majority of the Social Studies teachers conceived the subject as citizenship education. Teachers’ also rated their sense of efficacy very high. However, the study revealed that most of the Social Studies teachers teaching effectiveness was low. The low teaching effectiveness would affect the realisation of the objectives of Social Studies. Also, there exist low correlation between teacher efficacy and teaching effectiveness as well as subject conception and teaching effectiveness. The correlation between teacher efficacy and effectiveness was weak and as such it is recommended that there should be a concerted effort to update and upgrade teachers’ knowledge with strong pedagogical skills and better understanding of the task of the Social Studies teacher through workshops and short courses.},
}

%0 Journal Article
%A Nyantakyi, Francis
%A Otoo, Alexander Kingsford
%A Kwarteng, Patrick
%A Anim, Cynthia
%A Adams, Francis Hull
%D 2022
%J Current Research in Public Health

%@ 2831-5162
%V 2
%N 1
%P 32-38

%T Appraisal of Social Studies Teachers’ Conceptions and Efficacy Beliefs in Ghana: Teaching Effectiveness
%M doi:10.31586/ojer.2022.190
%U https://www.scipublications.com/journal/index.php/OJER/article/view/190

TY  - JOUR
AU  - Nyantakyi, Francis
AU  - Otoo, Alexander Kingsford
AU  - Kwarteng, Patrick
AU  - Anim, Cynthia
AU  - Adams, Francis Hull
TI  - Appraisal of Social Studies Teachers’ Conceptions and Efficacy Beliefs in Ghana: Teaching Effectiveness
T2  - Current Research in Public Health
PY  - 2022
VL  - 2
IS  - 1
SN  - 2831-5162
SP  - 32
EP  - 38
UR  - https://www.scipublications.com/journal/index.php/OJER/article/view/190
AB  - The purpose of this study was to examine the effects of Subject Conception and Efficacy Beliefs on the Teaching Effectiveness of Social Studies teachers. The study focused on how teachers’ conception of Social Studies affect their sense of efficacy and ultimately their teaching effectiveness. The study adopted a non-experimental descriptive design to achieve its objective. The population for the study comprised of fifty-two (52) JHS Social Studies teachers. In this study the accessible population was the same as the target population. All the fifty-two (52) teachers teaching Social Studies in the Tano South district were used for the study. Purposive sampling technique was used to sample the respondents for the study. The data for the study was collected using the observation guide, questionnaire and teacher sense of efficacy scale adapted from Tschannen-Moran and Hoy, (2001). Mean, percentages, ranges and correlation were used to analyse the data using SPSS. The findings of the study showed that majority of the Social Studies teachers conceived the subject as citizenship education. Teachers’ also rated their sense of efficacy very high. However, the study revealed that most of the Social Studies teachers teaching effectiveness was low. The low teaching effectiveness would affect the realisation of the objectives of Social Studies. Also, there exist low correlation between teacher efficacy and teaching effectiveness as well as subject conception and teaching effectiveness. The correlation between teacher efficacy and effectiveness was weak and as such it is recommended that there should be a concerted effort to update and upgrade teachers’ knowledge with strong pedagogical skills and better understanding of the task of the Social Studies teacher through workshops and short courses.
DO  - Appraisal of Social Studies Teachers’ Conceptions and Efficacy Beliefs in Ghana: Teaching Effectiveness
TI  - 10.31586/ojer.2022.190
ER  -